5th Grade Musical Development, Mid-year

This assessment informs parents of their child’s musical development each quarter.
Name__________________________________________ Homeroom Teacher: Mr. Elford
Standard: Perform: Pr.2.5.a When analyzing selected music, read and perform using standard
notation
List Objective: Student can sing the melody of “Blow the Man Down” with accurate pitch while reading off of sheet
music.
On given pitch, and accurate_________ Not on given pitch, but accurate pitch relationships__________

On given pitch, but not accurate pitch relationships________ Not on given pitch, not accurate_________

List Objective: Students can visually identify C, D, E, F, G, A, B, C’, and D’ on the treble staff in the context of an 8-bar
melody.
Able (Mastery)_________ Able (Developing) _______Not able yet, but attempts skill (Beginning)__________

Standard: Create: Cr.1.5.a Generate musical ideas within specific related tonalities, meters, and
simple chord changes.
List Objective: Given a I-IV-V chord progression, student can improvise a melody using do-so and rhythms no more
complex than dotted quarter-eighth notes.
Able (Mastery) __________ Able (Developing)______Not able yet, but attempts skill (Beginning)___________

List Objective: Student composes an original 4-measure rhythm using quarter, eighth, half, or dotted quarter notes;
quarter, half, or eighth rests.
Able (Mastery)___________ Able (Developing) Not able yet, but attempts skill (Beginning)_____________

Standard: Perform: Pr.3.5 Demonstrate and explain how intent is conveyed through expressive
qualities.
List Objective: Student can play a simplified excerpt from Haydn’s “Surprise Symphony” with characteristic dynamics
and articulation on recorder or xylophone.
Able (Mastery) ____________ Able (Developing) ____Not able yet, but attempts skill (Beginning)__________

List Objective: Student can examine 8-bar phrases with crescendos and decrescendos and determine accurate phrasing
of the passage.
Able (Mastery) ____________Able (Developing)____ Not able yet, but attempts skill (Beginning)__________

Standard: Create: Cr.2.5.a Use standard and/or iconic notation and/or technology to document
personal rhythmic, melodic, and two-chord harmonic musical ideas.
List Objective: Student can use Garage Band, Musescore, or written notation to write an appropriate 4-bar melody for
recorder with accompaniment from xylophone.
Able (Mastery) ____________ Able (Developing)____Not able yet, but attempts skill (Beginning)__________
List Objective: Student can identify and write standard notation for the I and V chords in the keys of F, G, and D
major.
Able (Mastery)____________ Able (Developing) Not able yet, but attempts skill (Beginning)______________
Standard: Respond: Re.1.5 Demonstrate and explain, citing evidence, how selected music connects
to and is influenced by specific interests, experiences, purposes, or contexts.
List objective: Student can explain how and/or why Bollywood film music came about, citing at least one event and two
songs from the unit.
Able (Mastery) ____________ Able (Developing)____Not able yet, but attempts skill (Beginning)__________

List Objective: Student completes unit on Mexican dances (Tango, Samba, styles of Mariachi), can compare and
contrast the styles, and participates in a class dance program containing the different styles.
Style of dance this student researched_________________. (See student’s written work and performance evaluation.)