D11-DOI-Music-5th Grade, 1st Quarter

District 11 Division of Operations & Instruction
Performing Arts

Grade 5 Quarter 1, Music: Native American Music and Instruments

Overview
There is considerable research on the academic value of students receiving instruction in the visual and Performing Arts. Brain research indicates that learning to read music strengthens the mathematical/logical aspect of brain development. In addition, learning to sing is a joyful and creative process. Fifth grade music classes focus on standards that are taught and assessed throughout the school year. More formalized assessments of each student's level of mastery begin as we progress into the second quarter and continue throughout the year.

Integration: This is an Integrated Unit for Social Studies, Music and Art.

For Teachers

Quarter 1 2

Quarter 3 4

Prior Grade

Next Grade

Daily Lessons

Enduring Understandings - important ideas that students should carry with them years beyond the instruction received this year.

A variety of musical skills and techniques learned from diverse genres and styles will allow for expressive singing and playing
Identifying, reading and comprehending various musical notations and terms are a necessity when reading and writing music
Creating and improvising melodies and ostinatos are important skills that allow me to think like a composer
Being able to describe and analyze music gives me a more in-depth understanding of music as a whole
Movement and dance of diverse genres and styles are important in today's America

Essential Questions - most important “big picture” questions students should be able to answer after completing learning activities.

As a famous composer, what do I need to understand in order to write music in parts?
As a member of the Pikes Peak Philharmonic Orchestra, why do I need to play with expression and what does it mean?
How will being able to identify and describe different notes and musical elements help me in reading and writing music?
Why is it important that I learn how to notate melodies that are played?
How will sight singing help me in reading and writing music?
Why is improvising important to a composer?
What does creating a melody for a poem prove about my composing skills?
How will improvising a rhythmic or melodic ostinato in a layered/multi-part piece help me when I am composing my own song?
How will improvising a melody help me when I am composing my own song?
How does knowing about major and minor help me as a person?
Why should I be able to recognize the sounds of different instruments and know what the families are?
What does it mean when I hear someone talking about the moods in music, or mental pictures created by elements in music?
How will evaluating a performance help me become a better musician?
Looking back over history, how has the function of music altered?
Why would one event in history impact music today?
Why is it important for me to be able to differentiate between classical, jazz and spiritual music or know names of composers and some of their works?
What is the importance of performing music from different historical periods, cultures and traditions?
What function has music served in culture?
Why is it important for me to know the differences between Asian, African, Native American, Middle Eastern, calypso and American Folk Songs?
When looking at my community, how, when, and why is music used?
Why should I be able to perform music that reflects my community's traditions?

District 11 curriculum is designed to prepare and equip students to be successful in the 21st Century. Curriculum resources and lessons included here have been aligned to the Colorado Standards for each content area. In addition, the entire program has been aligned with the knowledge, skills, and learner attributes the Partnership for 21st Century Skills promotes as necessary for success in the 21st Century. You will see the highlighted core values embedded in these lessons and activities.

A	Academic Preparedness: the foundation required for either higher education, or high-wage, high skills jobs
C	Cultural Competence: the ability to understand and interpret political and cultural events from multiple perspectives in a global society, a core competency in 21st Century Skills
H	High-Functioning Team Member Skills: collaboration is a core competency in 21st Century Skills
I	Innovative Thinking and Problem Solving Skills: a core competency for 21st Century Skills
E	Effective Use of Information Technology: a core competency for 21st Century Skills
V	Vital Participation in Civic Responsibility: "share knowledge and participate ethically and productively as members of our democratic society" Standards for the 21st-Century Learner from American Library Assoc.
E	Effective Communication Skills: a core competency for 21st Century Skills

Standards-Based Assessments
Standard I. Sings and plays instruments, alone and with others. (Sings from memory a repertoire of songs representing diverse genres and styles. Sings a part in a two-part song as part of a group. Sings expressively with appropriate dynamics, phrasing and interpretation. Performs expressive elements while playing.)
Standard II. Reads and writes musical notation. (Identifies sixteenth notes, triplets, and eighth rests. Identifies symbols or markings that indicate ritardando, accelerando, staccato, and accent. Identifies a bass clef sign. Describes the effect of a dot when added to a note or rest. Names any given note on the treble staff (middle C to high G). Describes the effect of a sharp or flat, when added to a note. Reads to play a rhythmic example containing sixteenth notes or triplets. Reads to play a melodic example containing any note on the treble staff with any of the following rhythmic values: quarter note, eighth note, half note, dotted half note, whole note, quarter rest, half rest, or whole rest. Sightreads melodic examples using la-sol-mi-re-do. Notates melodic patterns using specified notes on the treble staff.)
Standard III. Creates music. (Creates a melody for a poem or given rhythm. Improvises a rhythmic or melodic ostinato in a layered/multi-part piece. improvises a melody, unaccompanied or over a given rhythmic accompaniment.)
Standard IV. Analyzes/describes and evaluates music. ( Identifies the form heard in a given piece of music as AB, ABA, rondo, or theme and variations. Identifies a given chord as major or minor. Categorizes the instruments by families. Names instruments/instrument families heard in a musical recording. Identifies expressive elements heard in a musical selection. Describes the moods or mental pictures created by the musical elements above. Evaluates a musical performance.)
Standard V. Demonstrates an understanding of music in relation to history, culture, and community traditions. (Describes the functions music has served within given musical periods. Describes how given events in history impacted music of today. identifies three pieces of classical music by title or composer, upon hearing excerpts. Identifies given pieces of music as classical, jazz, or a spiritual. Performs/identifies music associated with American history. Performs movements/dances from various countries/cultures. Describes the functions music has served within given cultures. Identifies given pieces of music as Asian, African, Native American, Middle Eastern, calypso, or an American folk song. Performs/identifies music that reflects community traditions. Describes roles and contexts of music within our community. Describes how the beliefs and traditions of our community have been expressed through music.)

Math in Music
Standard 1: Number Sense (September)
Read, write, order, locate, and compare positive fractions, and decimal numbers to hundredths (including on a number line).
Recognize pictorial representations of common fractions, decimals and percents.
Show equivalence of common fractions and percents.
Through music exercises, students observe patterns in beat, rhythm, and melodic patterns. Music lessons demonstrate how time can be measured by musical measures which are made of units called beats. Musical notation teaches students to measure time in fractional parts, quarter notes, eighth notes, sixteenth notes, quarter rests, etc. Music allows students to see, hear, and create fractional representations of time.

Math in Music
Integrated Lesson: Alexander Calder, Master of Balance

Literacy in Music
Thinking Skills: Make inferences, with guidance, to interpret figurative language, theme, point of view, conflict/resolution.
Standard 1: Students read, listen to, and understands a variety of materials.
Standard 4: Students apply thinking skills to their reading, writing, speaking, listening, and viewing.
Standard 6: Students read and recognize literature as a record of human experience.
For centuries, music has been a tool to pass on cultural heritage. Fourth graders learn songs from different cultures and compare and contrast the music of a given historical period with today's music. As students perform/identify music that reflects community traditions, they apply thinking skills that enhance comprehension.

Literacy and Social Studies in Music
Integrated Lesson: America, A Home for Every Culture

Sample Units

District 11 Diamond Units/Lessons Overview - includes information about the purpose, goals and structure of these sample instructional units:

Music Glossary for Students - This comprehensive interactive glossary includes audio files demonstrating different musical concepts.

Lesson 1: Native American Instruments
Duration: 1 class period

Standard I. Sings and plays instruments, alone and with others. (Performs expressive elements while playing.)
Standard II. Reads and writes musical notation. (Identifies sixteenth notes, triplets, and eighth rests. Identifies symbols or markings that indicate ritardando, accelerando, staccato, and accent. Identifies a bass clef sign. Describes the effect of a dot when added to a note or rest. Names any given note on the treble staff (middle C to high G).
Standard III. Creates music. (Creates a melody for a poem or given rhythm. Improvises a rhythmic or melodic ostinato in a layered/multi-part piece. improvises a melody, unaccompanied or over a given rhythmic accompaniment.)
Standard V. Demonstrates an understanding of music in relation to history, culture, and community traditions. (Describes the functions music has served within given musical periods. Describes how given events in history impacted music of today. Performs/identifies music associated with American history. Performs movements/dances from various countries/cultures. Describes the functions music has served within given cultures. Identifies given pieces of music as Asian, African, Native American, Middle Eastern, calypso, or an American folk song. Performs/identifies music that reflects community traditions. Describes roles and contexts of music within our community. Describes how the beliefs and traditions of our community have been expressed through music.)
Enduring Understandings: A variety of musical skills and techniques learned from diverse genres and styles will allow for expressive singing and playing. Being able to describe and analyze music gives me a more in-depth understanding of music as a whole. Movement and dance of diverse genres and styles are important in today's America.
Essential Question: Looking back over history, how has the function of music altered? What is the importance of performing music from different historical periods, cultures and traditions? What function has music served in culture? Why is it important for me to know the differences between Asian, African, Native American, Middle Eastern, calypso and American Folk Songs?

Activities