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Subject Area: Music Course: Music
Grade 4
Course Description:
The fourth grade music curriculum is a comprehensive study of the elements of music – melody, harmony, rhythm, timbre, form, tempo, and mood. The students will have experiences in movement, singing, listening and playing instruments, such as tone bells, Orff and percussion instruments.
Time/Credit for the Course: 180 days
Major Text(s) Resource(s): Share the Music – MacMillan
Date of Review: May 1, 2014
|Curriculum Content Indicator |Curriculum Process Indicator Objective | |State Standard Supported |
|Objectives |The student will be able to . . . |Assessment | |
|The student will know . . . | | | |
| | | | |
|Melodies may move in ascending |Identify ascending and descending patterns |Observation of movement (smooth |9.1.5A |
|and descending patterns. (E) |aurally or visually. |up/down body motions), singing |9.2.5A |
| | |(vocal slides/stepwise motion), |9.2.5D |
| | |playing instruments |9.2.5E |
| | |(xylophones/metallophones/boomwhack|9.2.5I-K |
| | |ers), visuals (to support above) | |
| | | | |
|Melodies may lie in high and/or |Identify melodies that lie in a high or low |Observation of movement (on toes |9.1.5A |
|low registers. (I) |register. |arms up/crouching with abrupt | |
| | |motion change), vocal demo (melodic| |
| | |leaps), instruments (high/low | |
| | |timbre, pitched percussion), | |
| | |listening examples | |
| | | | |
|Melodies may consist of stepwise|Identify melodies that move by leaps, steps, |Observation of moving (tiered |9.1.5A |
|patterns, leaping patterns |and/or repeated tones. |kinesthetic attachment), singing, |9.1.5C |
|and/or repeating patterns. (E) | |visuals (simple & complex), reading| |
| | |(symbolic), and class discussion | |
| | |(higher level Q) | |
| | | | |
|Melodies may consist of long and|Identify the phrases in a selected piece of |Observation of movement (micro & |9.1.5A |
|short phrases. (I) |music. |macro phrase building) and |9.1.5C |
| | |performance based with visual | |
| | |enhancements | |
| | | | |
|Melodies may or may not have a |Identify the tonal center in a selected piece |Performance based, observation of |9.1.5A-F |
|tonal center. (C) |of music. |movement & singing | |
| | | | |
|Cadences may be felt in music. |Identify a strong cadence in a selected piece |Observation of moving, listening, |9.1.5A |
|(I) |of music. |singing and playing (structures |9.1.5C |
| | |connection of delivery elements for| |
| | |transfer of information) | |
| | | | |
|Music is written on a staff of |Identify notes on a music staff. |Information (discussion) and |9.1.5A-C |
|five lines and four spaces named| |written assessment. Observation of| |
|after the first seven letters of| |reading (visuals), speaking, and | |
|the alphabet. (E) | |instruments (pitched | |
| | |percussion/recorders) | |
| | | | |
|Various major scales may be |Recognize major and minor scales. |Observation of singing, listening, |9.1.5A-C |
|written following the pattern of| |playing and reading activities | |
|whole and half steps. (C) | |(relating to piano keys for visual | |
| | |base) | |
| | | | |
|Music may have a steady beat, no|Differentiate between music with a steady beat |Observation of movement (body |9.1.5A |
|beat, or a changing beat. (E) |and music with no beat. |percussion), instrument demo (body | |
| | |percussion transfer), visuals | |
| | |(following the beat), lack of | |
| | |ability to ID beat with body | |
| | |percussion/ambiguous motions to | |
| | |music | |
| | | | |
|Rhythmic patterns may be read |Read rhythm patterns using rhythmic syllables. |Observation of reading and speaking|9.1.5A |
|and recognized by using rhythmic| |(visual ID of simple syllables |9.1.5C |
|syllables or body movements. (E)| |using body percussion) and playing | |
| | |rhythmic syllables (transfer from | |
| | |body percussion), singing | |
| | |(combinations of syllables) | |
| | | | |
|Folk dancing may be used in |Perform a simple folk dance. |Observation of movement and singing|9.2.5A |
|conjunction with folk songs. (I)| |building from previously known |9.2.5D |
| | |elements (rhythms, form, phrases) | |
| | | | |
|Instrumental accompaniment |Accompany a selected piece of music. |Performance based (pitched and |9.1.5D |
|patterns may be read and added | |non-pitched percussion) |9.1.5H |
|to class singing. (E) | | | |
| | | | |
|Standard notation may be used |Write simple selected rhythm patterns. |Composition based (combining |9.1.5A |
|for dictation. (E) | |rhythmic and melodic elements) |9.1.5C |
| | | | |
|Simple and compound meters may |Recognize simple and compound meters. |Observation of movement, performing|9.1.5A-C |
|be used in recognizing | |instruments, singing and listening | |
|recordings and songs. (C) | |activities | |
| | | | |
|Rhythmic improvisation may be |Perform simple rhythmic improvisations. |Performance based (pentatonic-based|9.1.5A-C |
|introduced. (C) | |moving to blues and beyond) | |
| | | | |
|Voices may be categorized as |List the four voice classifications. |Written assessment, movement, |9.1.5A-B |
|soprano, alto, tenor, or bass. | |singing, listening activities | |
|(I) | | | |
| | | | |
|Instruments may be categorized |Identify the four instrument families. |Written and listening assessments. |9.1.5A |
|into families such as brass, | |Singing with instrument family |9.1.5C |
|woodwind, string, an percussion.| |accompaniment, instrument ID games | |
|(E) | | | |
| | | | |
|Repetition and contrast may be |Identify form in a selected piece of music. |Movement, sectional performance, |9.1.5A |
|shown through three part song | |listening activities with visuals, |9.1.5B |
|form, rondo, and theme and | |instruments through |9.2.5L |
|variation. (I) | |kinesthetic/aural/vocal | |
| | |comprehension (letter-based, rondo,| |
| | |round, canon, them & variations) | |
| | | | |
|Texture in music may be |Differentiate between monophonic and |Listening, performing, visuals |9.1.5A |
|described as being monophonic, |polyphonic. | |9.1.5C |
|homophonic, and polyphonic. (C) | | | |
| | | | |
|Dynamics and tempo in music may |Identify symbols used to express dynamics and |Performance-based (visuals linked |9.1.5A |
|be described through symbols. |tempo. |to movement linked to |9.1.5C |
|(E) | |singing/playing instruments) and | |
| | |reading activities | |
| | | | |
|Music may be categorized into |Identify different styles in music. |Performance-based (visuals linked |9.1.5A,B,D |
|various styles. (E) | |to movement linked to |9.2.5A-H |
| | |singing/playing instruments) and |9.2.5J-L |
| | |reading activities |9.3.5A-G |
| | | |9.4.5A-D |
| | | | |
|Music may be related to other |Correlate music with other art forms. |Poetry, dance, visual listening |9.1.5A-C |
|arts. (I) | |maps, art work and other extended |9.2.5A-H |
| | |activities |9.2.5J-L |
| | | |9.4.5C,D |
| | | |9.5.5A,B |
| | | | |
|Composers combine all elements |Identify the unique elements of music a |Observation of guided composition |9.1.5A-C |
|of music. (C) |composer uses to create compositions. |activities, movement to different |9.2.5A-L |
| | |elements, discussion of composers |9.3.5A-D |
| | | |9.3.5F-G |
| | | |9.4.5A-B |
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