Common Planner
K–12 Standards

Music: Grade 5

Other Texas Fine Arts sets

Elementary Music

  • 1.

    The student describes and analyzes musical sound. The student is expected to:5.1

    1. A.

      distinguish among a variety of musical timbres, including those of children's voices and soprano, alto, tenor, and bass adult voices;5.1.A

    2. B.

      distinguish among a variety of musical timbres, including those of woodwind, brass, string, percussion, keyboard, electronic instruments, and instruments of various cultures;5.1.B

    3. C.

      use known music symbols and terminology referring to rhythm; melody; timbre; form; tempo, including accelerando and ritardando; dynamics; articulation; and meter, including simple and compound, to explain musical sounds presented aurally; and5.1.C

    4. D.

      identify and label small and large musical forms such as abac, AB, and ABA; rondo; and theme and variations presented aurally in simple songs and larger works.5.1.D

  • 2.

    The student reads, writes, and reproduces music notation using a system. Technology and other tools may be used to read, write, and reproduce musical examples. The student is expected to:5.2

    1. A.

      read, write, and reproduce rhythmic patterns using standard notation, including syncopated patterns, and previously learned note values in 2/4, 3/4, or 4/4 meters as appropriate;5.2.A

    2. B.

      read, write, and reproduce extended pentatonic and diatonic melodic patterns using standard staff notation; and5.2.B

    3. C.

      identify and interpret new and previously learned music symbols and terms referring to tempo, including accelerando and ritardando; dynamics; articulation; and meter, including simple and compound.5.2.C

  • 3.

    The student performs a varied repertoire of developmentally appropriate music in informal or formal settings. The student is expected to:5.3

    1. A.

      sing and play classroom instruments independently or in groups with accurate intonation and rhythm;5.3.A

    2. B.

      sing or play a varied repertoire of music such as American folk songs, patriotic music, and folk songs representative of local and world cultures independently or in groups;5.3.B

    3. C.

      move alone and with others to a varied repertoire of music using gross motor, fine motor, locomotor, and non-locomotor skills and integrated movement such as hands and feet moving together;5.3.C

    4. D.

      perform various folk dances and play parties;5.3.D

    5. E.

      perform simple two-part music, including rhythmic and melodic ostinati, rounds, partner songs, and counter melodies; and5.3.E

    6. F.

      interpret through performance new and previously learned music symbols and terms referring to tempo, including accelarando and ritardando; dynamics; articulation; and meter, including simple and compound.5.3.F

  • 4.

    The student creates and explores new musical ideas within specified guidelines. The student is expected to:5.4

    1. A.

      create rhythmic phrases through improvisation and composition;5.4.A

    2. B.

      create melodic phrases through improvisation and composition; and5.4.B

    3. C.

      create simple accompaniments through improvisation and composition.5.4.C

  • 5.

    The student examines music in relation to history and cultures. The student is expected to:5.5

    1. A.

      perform a varied repertoire of songs, movement, and musical games representative of diverse cultures such as historical folk songs of Texas and America and European and African cultures in America;5.5.A

    2. B.

      perform music representative of Texas and America, including "The Star Spangled Banner";5.5.B

    3. C.

      identify and describe music from diverse genres, styles, periods, and cultures; and5.5.C

    4. D.

      examine the relationships between music and interdisciplinary concepts.5.5.D

  • 6.

    The student listens to, responds to, and evaluates music and musical performances. The student is expected to:5.6

    1. A.

      exhibit audience etiquette during live and recorded performances;5.6.A

    2. B.

      identify known rhythmic and melodic elements in aural examples using appropriate vocabulary;5.6.B

    3. C.

      describe specific musical events such as changes in timbre, form, tempo, dynamics, or articulation in aural examples using appropriate vocabulary;5.6.C

    4. D.

      respond verbally and through movement to short musical examples;5.6.D

    5. E.

      evaluate a variety of compositions and formal or informal musical performances using specific criteria; and5.6.E

    6. F.

      justify personal preferences for specific music works and styles using music vocabulary.5.6.F

Frequently asked questions

What grade levels do these standards cover?
Grade 5
When were these standards adopted?
2013
Where can I read the official document?
Texas Essential Knowledge and Skills for Music

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