General Music: 4th Grade
Standard 1.0 Singing
Students will sing, alone and with others, a varied repertoire of music.
Learning Expectations
The student will
- 1.1 Demonstrate the ability to sing alone and in unison.
- 1.2 Sing expressively using proper vocal technique.
- 1.3 Sing simple harmonies.
Performance Indicators: Evidence Standard Is Met
The student is able to
Level 1
- Sing independently on pitch and with correct rhythm alone and with others.
- Blend with other voices in an ensemble.
- Sing, accurately, a vocal ostinato in an ensemble.
Level 2
- Sing selected songs in major and minor tonalities.
- Sing using proper dynamics, attending to phrasing.
- Sing, accurately, partner songs.
Level 3
- Sing solo melodies from a selected repertoire.
- Sing expressively, attending to breathing techniques.
- Sing, accurately, two- and three-part rounds.
Sample Performance Task
The students will listen to the song “The Ghost of John” and recall
the order of the four phrases. Students will sing the entire song and
then identify places in the song where dynamic changes occur (i.e. <, crescendo
, >, decrescendo). The students will sing the song again adding
the correct dynamics. The teacher will assess students' understanding
of the use of dynamic changes by evaluating responses.
Integration/Linkages
Literature, Science
Standard 2.0 Playing Instruments
Students will perform on instruments, alone and with others, a varied repertoire
of music.
Learning Expectations
The student will
- 2.1 Demonstrate the ability to play simple rhythmic patterns.
- 2.2 Demonstrate the ability to play simple melodic patterns.
Performance Indicators: Evidence Standard Is Met
The student is able to
Level 1
- Play
notated rhythmic patterns on body percussion.
- Play
simple notated melodic patterns on classroom instruments.
Level 2
- Play
notated rhythmic patterns on classroom instruments.
- Play
simple melodies on classroom instruments.
Level 3
- Perform
rhythmic accompaniments on pitched and non-pitched instruments.
- Play
a familiar song on pitched instruments.
Sample Performance Task
The students will listen to the song “McNamara’s Band” while
keeping a steady beat on body percussion. The students will listen again
identifying the change from verse to refrain. The students will
use different body percussion levels on the verse and refrain. Following
this, the students will transfer the body percussion to unpitched instruments. Next
they will play teacher-provided rhythmic patterns on unpitched instruments. While
the recording is playing, students will use these patterns to accompany the
song. The teacher will assess by observation.
Integration/Linkages
Social Studies, Mathematics, Physical Education.
Standard 3.0 Improvising
Students will improvise melodies, variations, and accompaniments.
Learning Expectations
The student will
- 3.1 Improvise a simple melody and variation.
- 3.2 Improvise a simple accompaniment.
Performance Indicator: Evidence Standard Is Met
The student is able to
Level 1
- Improvise
question and answer phrases.
- Improvise
a simple rhythmic ostinato accompaniment.
Level 2
- Improvise
simple rhythmic variations on a familiar melody.
- Improvise
a simple melodic ostinato accompaniment.
Level 3
- Improvise a
simple melody and create variations of that melody.
- Improvise
a chordal accompaniment.
Sample Performance Task
The teacher will assign 5 different rhythm patterns to groups of pitched instruments. Each
rhythm pattern will be used to represent a character in the story "Romper,
Stomper, and Boo." Each student will then create a simple melodic
ostinato based on the C-pentatonic scale and the assigned rhythm. The teacher
will allow the students time to practice their ostinati. The
teacher will then read the story "Romper, Stomper, and Boo" from The
Real Book of First Stories by Judith Anderson. The students will
play their improvisations during the appropriate times in the story following
the teacher's cues. The teacher will assess based on the performance
of the students.
Integration/Linkages
Literature, Critical Thinking Skills
Standard 4.0 Composing
Students will compose and arrange music within specified guidelines.
Learning Expectations
The student will
- 4.1 Create simple binary and ternary forms.
- 4.2 Create a simple arrangement of a familiar song.
Performance Indicators: Evidence Standard Is Met
The student will be able to
Level 1
- Identify
songs with two and three sections.
- Explore
ways to arrange a familiar song.
Level 2
- Compose
a two phrase binary song.
- Compose
a simple accompaniment to a familiar song.
Level 3
- Compose
a four phrase ternary song.
- Compose
an introduction, interlude, and coda to a familiar song.
Sample Performance Task
The teacher will demonstrate an example of an accompaniment to a song on a
pitched instrument such as the piano, resonator bells, or xylophone. The
students will then create their own individual accompaniments of two phrases
on one of these instruments to a familiar song such as "Hot Cross Buns." The
teacher will assess for understanding by observing individual student performances.
Integration/Linkages
Literature, Critical Thinking Skills
Standard 5.0 Reading and Notating
Students will read and notate music.
Learning Expectations
The student will
- 5.1 Read selected melodic and rhythmic notation.
- 5.2 Write rhythmic and melodic patterns using traditional and non-traditional
notation.
Performance Indicators: Evidence Standard Is Met
The student is able to
Level 1
- Identify
basic meter signatures, bar lines, and measures.
- Write
rhythmic phrases using non-traditional notation.
Level 2
- Read
sequential melodic patterns.
- Write
rhythmic phrases using traditional notation.
Level 3
- Read
simple melodic notation.
- Notate
a simple melody using traditional notation.
Sample Performance Task
The teacher will display in random order the written notation of the four
phrases of the song "Pat Works on the Railway." The students
will listen to the song while observing the notated phrases and arrange them
sequentially. The teacher will then give background information about
the US railway
system. After learning the song, the teacher will display written notation
for other songs containing four phrases. The students will continue the
same process as previously stated. The teacher will assess by observation.
Integration/Linkages
Social Studies, Reading
Standard 6.0 Listening and Analyzing.
Students will listen to, analyze and describe music.
Learning Expectations
The student will
- 6.1 Recognize, aurally, simple binary, ternary, and rondo forms.
- 6.2 Recognize, aurally, introductions, interludes, and codas.
- 6.3 Recognize, aurally, the sounds of a variety of instruments, including
voices.
Performance Indicators: Evidence Standard Is Met
The student is able to
Level 1
- Recognize
same and different sections of a composition.
- Identify
introductions in vocal and instrumental music using appropriate terminology.
- Recognize
and distinguish various voices and instruments in a musical selection.
Level 2
- Identify
two-, three-, and four-part form using iconic symbols (e.g., A, B,
and C).
- Identify
codas in vocal and instrumental music using appropriate terminology.
- Recognize,
aurally, high, medium, and low range of voices and instruments in
a musical selection.
Level 3
- Identify
two-, three-, and four-part form using appropriate terminology (i.e. binary, ternary, and rondo forms).
- Identify
interludes in vocal and instrumental music using appropriate terminology.
- Identify
and describe various voices and instruments using appropriate terminology
(e.g., SATB).
Sample Performance Task
The teacher will play a recording of "The William Tell Overture" by
Rossini. Together, the teacher and students will identify the A theme. On
the second listening, each student will have six colored cards with the following
written on them: A, B, C, D, Coda and Bridge. As the music is playing,
the student will identify each theme by raising a card in the air. The
students will discuss the changes in instrumentation and identify the themes
using proper terminology. The teacher will assess for understanding by
individual responses.
Integration/Linkages
Literature, Social Studies, Science
Standard 7.0 Evaluating
Students will evaluate music and music performances.
Learning Expectations
The student will
7.1 Apply specific criteria in evaluating music and music performances.
Performance Indicators: Evidence Standard Is Met
The student is able to
Level 1
- Develop
criteria to evaluate music and music performances.
Level 2
- Apply
criteria to evaluate selected music and music performances in small group settings.
Level 3
- Discuss
evaluation of selected music and music performances based on given criteria
and compare with personal preferences for the same music and/or music performance.
Sample Performance Task
Students will listen to a recording of "Gavotte" from Classical
Symphony by Prokofiev. The group will critique the work based on
a given criteria. Students will then discuss and compare their personal
preferences using the appropriate music terminology (i.e., tempo, dynamics,
texture). The teacher will assess understanding based on individual
responses.
Integration/Linkages
Critical Thinking Skills, Language Arts
Standard 8.0 Interdisciplinary Connections
Students will understand relationships between music, the other arts, and
disciplines outside the arts.
Learning Expectations
The student will
- 8.1 Examine ways in which the principles of other art forms relate to those
of music.
- 8.2 Examine ways in which the principles of other disciplines relate to
those of music.
Performance Indicators: Evidence Standard Is Met
The student is able to
Level 1
- Examine
the relationship between music and one other art discipline.
- Explore
ways that music is connected to another discipline (e.g., Mathematics).
Level 2
- Examine
the relationship between music and two other art disciplines.
- Explore
ways that music is connected to two other disciplines.
Level 3
- Examine
the relationship between music and the other three art disciplines.
- Explore
ways that music is connected to three other disciplines.
Sample Performance Task
Students will use a familiar melody to create a new rhyme incorporating form
and rhyming words (e.g., nursery rhyme or other familiar melody such as "Bingo," "Mary
Had a Little Lamb," or "Farmer in the Dell"). Students
will create appropriate movement to dramatize their new rhyme. Teacher
will assess for accuracy of form and rhyme as well as appropriateness of movement.
Integration/Linkages
Drama, Dance, Literature, Mathematics, Social Studies, Visual Art
Standard 9.0 Historical and Cultural Relationships
Students will understand music in relation to history and culture.
Learning Expectations
The student will
- 9.1 Identify by genre or style aural examples of music from various cultures.
- 9.2 Discuss the correlation of events, composers and music from various
historical periods.
Performance Indicators: Evidence Standard Is Met
The student is able to
Level 1
- Identify
and describe selected examples of Southern regional music from various
cultures.
- List
selected characteristics of historical periods and their relationship
to music.
Level 2
- Identify
and describe selected examples of music from various cultures in America.
- Discuss
selected musical compositions inspired by historical events.
Level 3
- Identify
and describe selected examples of music from cultures around the world.
- Compare
and contrast music from various historical periods.
Sample Performance Task
While listening to a recording of the song, students will follow the words
to "We Shall Overcome," a freedom song. Students will identify
phrases in the song that brought people together in the past and explore the
relevance of the lyrics to today. The teacher will lead a discussion
on the song's significance to the Civil Rights Movement. The discussion
should compare the origin of the song as it was sung during the Civil War to
the meaning of the song during the Civil Rights Movement of the 1960's and
how it is applicable to the present day. The teacher will monitor the
class discussion for student understanding of the relationship between
the music and historical and current events.
Integration/Linkages
Social Studies, History, Critical Thinking Skills
|
