5th Grade Band Curriculum


Introduction:

Four basic strands--perception, creative expression/performance, historical and cultural heritage, and critical evaluation--provide broad, unifying structures for organizing the knowledge and skills students are expected to acquire.  In music, students develop their intellect and refine their emotions, understanding the cultural and creative nature of musical artistry and making connections among music, the other arts, technology, and other aspects of social life. Through creative performance, students apply the expressive technical skills of music and critical-thinking skills to evaluate multiple forms of problem solving.

By reflecting on musical periods and styles, students understand music's role in history and are able to participate successfully in a diverse society. Students analyze and evaluate music, developing criteria for making critical judgments and informed choices.

Perception. The student describes and analyzes musical sound and demonstrates musical artistry. The student is expected to:

  • distinguish among a variety of timbres
  • use standard terminology in explaining music, music notation, musical instruments and voices, and musical performances
  • identify a variety of music forms such as AB, ABA, rondo, and theme and variations

Creative expression/performance. The student sings or plays an instrument, individually and in groups, performing a varied repertoire of music. The student is expected to:

  • perform independently, with accurate intonation and rhythm, demonstrating fundamental skills and basic performance techniques
  • perform expressively, from memory and notation, a varied repertoire of music representing styles from diverse cultures
  • demonstrate appropriate small- and large-ensemble performance technique during formal and informal concerts

Creative expression/performance. The student reads and writes music notation. The student is expected to:

  • read standard notations
  • use standard symbols to notate meter, rhythm, and pitch in simple patterns (manuscript or computer-generated)
  • read and write music that incorporates rhythmic patterns in various meters 

Creative expression/performance. The student creates and arranges music within specified guidelines. The student is expected to:

  • create rhythmic and melodic phrases
  • create/arrange simple accompaniments

Historical/cultural heritage. The student relates music to history, to society, and to culture. The student is expected to:

  • identify aurally-presented excerpts of music representing diverse genres, styles, periods, and cultures
  • describe various music vocations and avocations
  • perform music representative of American and Texas heritage
  • identify concepts taught in the other fine arts and their relationships to music concepts

Response/evaluation. The student responds to and evaluates music and musical performance. The student is expected to:

  • apply criteria in evaluating performances and compositions
  • evaluate, using music terminology, personal preferences for specific music works and styles
  • exhibit concert etiquette as an actively involved listener during varied live performances


19 TAC, Title 19, Part II
Texas Essential Knowledge & Skills for Music
Chapter ยง117.18. (5th Grade)
Subchapter A. Elementary

http://www.tea.state.tx.us              




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