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Los Angeles Unified School District – Arts Education Branch
Elementary Music Instruction Guide
Module 1: Making Music with Singing and Playing Module 2: Learning the Written Language of Music Module 3: Learning About Music in Our Community and World Module 4: Expressing Ideas and Feelings Through Music” Grade 5 Theme Music is a pathway to human understanding. Enduring Understanding Music notation is a universal language used by people all over the world to write and perform music created by themselves and others. Essential Questions
- How are musical ideas represented by notation?
- How does using music notation help us to grow in our music skills? 1.1 Read, write and perform simple melodic notation in treble clef in major and minor keys. 2.3 Compose, improvise, and perform basic rhythmic, melodic, and chordal patterns independently on classroom instruments. California Standards Addressed 3.3 Sing and play music from diverse cultures and time periods. Sample Performance Task With a partner or small group, decode an unknown simple song chosen by your teacher written in standard staff notation. Write solfege above the melody. Practice the rhythm and melody. Sing the song for your class. Suggested Rubric
- Solfege is correctly written above the melodic notation
- Song is sung with accurate pitch
- Song is sung with accurate rhythm, in tempo
- Song is sung in head tone with clear diction.
GRADE
DEVELOPING CONCEPTS
1****. RHYTHM: We can read, write, and perform rhythmic notation. Knowledge Skills Understand and read rhythmic notation
- Notes: (symbols for sound) o Quarter Note ( ta ) o 8th Notes ( ti-ti )—double and single o Half Note ( ta-a or two--) o Dotted Half Note ( ta-a-a or three--) o Whole Note ( ta-a-a-a or four---) o 16 th Note ( ti-ki-ti-ki )—and combined with 8ths ( ti-ti-ki or ti-ki-ti) o Dotted Quarter Note ( tum) o Dotted Quarter/8th ( tum-ti) o Dotted 8th Note ( tim) o Dotted 8th/16th ( tim-ki) o Triplet 8 th notes (tripoli)
- Rests: (symbols for silence) o Quarter o Eighth o Half o Whole
- Parts of Notes o Stem o Note Head o Beam o Flag
- Syncopation (syn-co-pa) o eighth/quarter/eighth o eighth rest/quarter/eighth
- Rhythm Syllables
- Tie (contrast with slur)
- Augmentation/Diminution Understand Meter in 2/4, 3/4, 4/4, 6/
- Strong and weak beats
- Accent
- Bar Lines
- Measures
- Time Signature
- Conducting Patterns
- Pick-up notes/incomplete measures
- Read and decode rhythmic notation and speak or perform it on classroom instruments.
- Write rhythmic notation from dictation.
- Write standard rhythmic notation.
- Add bar-lines for a rhythm, given the time signature.
- Recognize meters in 2, 3, 4.
- Use conducting patterns in 2, 3, and 4.
- Respond to rhythm through dance and creative movements.
a. quarter + double eighths = half note, etc. b. write notes that add up to X number of beats
3. Use rhythm syllables to practice reading rhythms notated with stick and/or standard notation and practice writing rhythms with stick notation. - Clap and speak the rhythm with rhythm syllables while teacher points to the beat. - Make up rhythms on board and play or say them using rhythm syllables. - Use reading/writing materials in resource book. - Use rhythm flashcards. - Students compose and notate their own rhythm patterns. - Rhythm dictation (use stick notation) - Perform rhythms as rounds , in two parts, and as ostinatos. - Listen and identify rhythms heard in music, vocal and instrumental. - Guide students in creative participation activities where students generate original works of art with rhythm such as: o Compose rap rhythms o Compose and orchestrate rhythms with instruments. - Discuss the importance of rhythm to a song. - Explore other ways rhythm could be notated. Chan Mali Chan Kalinka Mi Gallo Tet Trung Der Fruhling N’kosi Sikelel’ I Afrika Good King Wenceslas Nine Hundred Miles Peace Round Theme from New York, New York (Whole Note) Dotted Half Notes New Year Carol Song of Peace Sixteenth Notes Going to Boston Simple Gifts Rhythm of Life Ezekiel Saw the Wheel By the Singing Water Teach students to hear, sing, read and write syncopated rhythms - Clap and say the regular rhythm syllables of simple syncopated four- beat patterns taken from a known song. - Define syncopation: a rhythm that upsets the normal pattern of strong and weak beats - Use the ‘rhythm syllables’ syncopa to clap and say the syncopated rhythms. MM Laredo - Resource Book p. E- 2 - Reading Sequence 1 Morning Comes Early - Resource Book pp. D-2, E- 3 - Reading Sequence 2 Eliza Kongo Funwa Alafia Kokoleoko Mango Walk
- Reinforce with strategies above. MM This Train STM Dodi Li Fifty Nifty United States Funga Alafia I Got Rhythm If I Had a Hammer Li’l Liza Jane Mango Walk Side by Side This Train Yellow Bird MM Dotted quarter/eighth Music Alone Shall Live
- Resource Book pp. D-9/10, E- 10
- Reading Sequence 9 Don’t You Hear the Lambs?
- Resource Book pp. D-11, E- 11
- Reading Sequence 10 Johnny Has Gone for a Soldier America. the Beautiful Bound for South Australia Dotted eighth/sixteenth Wabash Canon Ball
- Resource Book pp. D-16/17, E- 14
- Reading Sequence 13 Battle Cry of Freedom Scotland, the Brave
- Resource Book p. E- 15
- Reading Sequence 14 Loch Lomond
- Resource Book pp. D-18/ Colorado Trail I Love the Mountains Shady Grove Camptown Races Review or teach dotted rhythm patterns and the meaning of the dot.
- Explore the difference between even and uneven rhythm patterns.
- Use ‘musical math’ as above to teach the value of the dot.
- Use practice strategies above. STM Dotted quarter/eighth America, the Beautiful Erie Canal Joyful, Joyful, We Adore Thee Oh, My Darling, Clementine
MM Blow the Wind Southerly
- Resource Book p. E- 19
- Reading Sequence 18 When Johnny Comes Marching Home Pat Works on the Railway Away to America Pick-up notes/Upbeats Hosanna, Me Build a House Clementine Away to America The Ash Grove Home on the Range Laredo Simple Gifts When Johnny Comes Marching Home 2/2 or Cut Time Down by the Riverside Zum Gali Gali Tzena, Tzena Yakety Yak o Count measures in a song.
- Time Signature o Use a modified time signature showing the top number with a quarter note underneath. o Students locate the time signature in printed music and compare modified and standard time signatures.
- Explain up-beats/pick-up notes and incomplete measures
- Explain 6/8 time felt in 6 and felt in 2
- Explain meters with /2 and/or cut time. 3. Practice recognizing meter, time signatures, bar lines and measures.
- Locate time signature and determine meter of new songs in standard notation.
- Copy rhythms from board or take rhythmic dictation and add bar lines, according to a given time signature. Mark beats and write in the counting under the notes.
- Count measures in a song you sing.
- Conduct in correct meter patterns while singing or listening to music.
- Count the beats in a rhythm example on the board or from a song written in standard notation. o Count the beats while clapping the rhythm. o Conduct the meter while reading the rhythm with rhythm syllables.
STM 2/
Simple Gifts Yellow Rose of Texas 4/ Swing Low, Sweet Chariot Good King Wenceslas America, the Beautiful 3/ New Year Carol Oh, My Darling, Clementine Sail Away Silver Bells Star Spangled Banner 6/ Down the River The Horseman Pat Works On the Railway Wind on the Hill
2/2 or Cut Time Chan Mali Chan California, Here I Come Pick-up notes/Upbeats Simple Gifts Oh, My Darling, Clementine Star Spangled Banner America, the Beautiful Silver Bells
2. MELODY AND SCALES: We can use our knowledge of melody and scale concepts to sing and play music. Knowledge Skills Understand melodic direction - Moving up and down - Pitch/Tone - Repeated Tones - Interval o Step o Skip o Octave o Half-steps/Whole-steps - Pitch Syllables/Solfege o Pentatone Scale o Diatonic Scale (Major/Minor) - Sequence - Curwen Hand Signs Understand melodic notation - Staff o Treble Clef o Line notes o Space notes o Hand Staff o Leger Lines - Solfege Ladder - Letter names of pitches - Tonal Center/Home Tone/Tonic - Key Signature o Sharps o Flats - Recognize melodic direction visually and aurally. - Recognize steps, skips, and repeated tones visually and aurally. - Recognize melodic patterns. - Create simple melodies using the pentatone. - Notate pentatonic melodies on the staff. - Read and decode melodic notation and sing with solfege or perform it on classroom instruments. - Use hand-signs and pitch syllables with pentatonic melodies. - Recognize same/different melodies and melodic sequences.
standard notation on the treble staff, pointing to the notes. Repeat, singing the solfege syllables.
- Sing the song from staff notation with Do on various lines and spaces and have students ‘write’ it on their hand staff as they sing.
- Discover steps and skips in pentatonic patterns and how to recognize them on the staff. o Sing and show them on hand staff. o Use a solfege ladder o Read new melodic phrases from o staff notation, using solfege. o Define Interval: the distance between 2 pitches o Show steps and skips on a keyboard or keyboard chart
- Introduce Treble Clef (G Clef): indicates that all pitches on the staff are treble (high) sounds 3. Practice reading/writing pentatonic melodies in staff notation and sing or play them.
- Write pitches with note markers on staff mats (see strategies in Grade 4, Mod 2).
- Sight-sing melodies from flash cards (rhythm + letters or staff notation).
- Write a rhythm on board with solfege letters underneath for students to sing.
- Sing melodies from a solfege ladder.
- Sing melodies from hand signs.
- Sing melodies from hand staff.
- Use tone bells on a ladder.
- Play on instruments.
- Sight-sing a new pentatonic song from staff notation.
- Point out the pentatonic patterns in other songs.
- Use reading/writing materials in resource book.
Teach students about scales and tonality.
1. Define scale. - Reinforce the concept of melody based on a scale through listening, singing, moving, playing instruments. 2. Guide students to recognize the major scale and read melodies in major keys. - Review or teach the new pitches, Fa and Ti to complete the diatonic scale - Use strategies from the Pentatone section above. - Teach the musical alphabet - Substitute letter names for solfege syllables - Sing scale songs and/or play scales on classroom instruments - Guide students to recognize the home tone ( Do ). - Introduce the concept of key signatures, sharps, and flats 3. Guide students to recognize the minor scale and read melodies in minor keys - Use solfege syllables La to La—La as the home tone. - Use letter names - Use strategies from major scales above - Compare the sound of major and minor. Discuss words to describe the feelings created by the different scales.
- Practice reading/writing melodies in major and minor keys written with standard staff notation and sing or play them.
- Use strategies for practice under pentatone above.
- Change a major song to minor and sing or play it for the class. MM Fa A la puerta del cielo (At the Gate of Heaven) - Resource Book pp. D-6, E- 8 - Reading Sequence 7 - Half and Whole Steps Da Pacem, Domine (Grant Us Peace) - Resource Book p. E- 9 - Reading Sequence 8 Low Ti All Through the Night - Resource Book D-12/13, E- 12 - Reading Sequence 11 I Love the Mountains Blowin’ in the Wind Dundai ( La Minor) - Resource Book pp. D-14/15, E- 13 - Reading Sequence 12 Diatonic Major Scale Las velitas (Candles Burning Bright) - Resource Book pp. D-20/21, E- 16 - Reading Sequence 15 De Colores Tzena, Tzena Star Spangled Banner America, the Beautiful The Ash Grove Natural Minor Scale Johnny Has Gone for a Soldier - Resource Book pp. D-24/25, E- 20 - Reading Sequence 19 Old Abram Brown Erie Canal Pat Works on the Railway Harmonic Minor Scale Go Down, Moses - Resource Book, D-26/27, E- 21 - Reading Sequence 20 Que Bonita Bandera
3****. (OPTIONAL EXTENSION) COMPOSING: We can use our understanding of rhythm and pitch to write melody
SUGGESTED STEPS
Sources: (5th^ Grade Books, unless otherwise stated) MM=Making Music: 2008 California Edition, STM=Share the Music FOCUS SOURCE SONGS/ACTIVITIES MM Poetry and Lessons
- Autumn Canon- (Sean Deibler)
- Autumn Fires- (R. L. Stevenson) Songs Rocky Top (Verse only) Da Pacem Domine Write a pentatone melody for a poem
- Explore poetry of various types.
- Explore and read poems or haiku’s as a class.
- Define the type of poem or haiku and describe its characteristics.
- Create a melody for a poem as a class.
- Select a short poem or haiku. Clap the rhythm of the words as you say it_._
- Assign a pentatone pitch to each syllable.
- Play the tune on melodic instruments.
- Sing the tune with the words
- In small groups, create your own composition.
- Divide the class into small groups, and guide each group to select or write a poem or haiku. (See Reference Section, Haiku)
- Notate the rhythm of the haiku.
- Students assign a pentatone pitch to each syllable and practice the melody.
- Play the melody for the class.
- Notate the melody in standard melodic notation.
- Guide students in creative participation activities where students generate original works of art with their haiku melodies such as:
- Students combine their melodies and perform them in different ways.
- Students create Orff arrangements
- Students add various background sounds.
- Discuss how using music notation helps us to grow in our music skills. STM Poetry and Lessons
- Listening to the Nightingale (K. Tsurayuki)
- As I Row (F. Tadamichi)
- Celebration (A. Lopez)
- Snow (S. Shonāgon)
- Song of the Skyloom – (from Songs of the Tewa)
- Haiku, TE p. 244 Songs Li’l Liza Jane Trampin’ Chan mali chan (measures 1-16)
