Grade 4 - Music

Grade 4 Music

SKILLS

Rhythm

Melody

Harmony

Form

Expression

Demonstrates music listening skills

Identifies a tonic (keynote) chord

Identifies rondo form (ABACA)

Recognises music and some composers of other times, places and cultures

Identifies the four families of musical instruments

Identifies introductions, interludes and codas in music

Identifies major and minor chords

Demonstrates skills in music-based movement

Uses planned body movements to illustrate rhythmic and/or melodic patterns

Demonstrates skills in singing

Continues vocal development (legato and staccato)

Extends the use of sol-fa training with hand signals to include fa and ti

Sings two- and three-part rounds, and descants

Responds to changes in tempo, dynamics and mood while singing

Develops musical interpretation: awareness of the meaning of a song through its words (text)

Demonstrates skills in playing instruments

Demonstrates skills on various instruments (e.g. Orff instruments, Resonator Bells, Ukulele, Recorder, etc.)

Demonstrates skills in reading and writing music

Extends the use of sol-fa training to include fa and ti

Reads instrumental scores for rhythm and melody instruments

Recognises the following notes and rests (tik-a-tik-a; sixteenth rest)

Recognises time signatures related to the repertoire including 6/8

Recognises dotted note patterns and experience syncopation

Recognises the following notes: (tik-a-ti; ti-tik-a)

Interprets chord symbols using bells and ukuleles, if available

Extends the use of sol-fa training to include fa and ti

Notates from dictation simple pentatonic compositions

Develops skills in writing rhythm patterns

Demonstrates skills in creating music

Creates introductions, interludes and codas for songs

Notates and perform original compositions (does not have to be formal notation)

Creates new music in a known form (AB, ABA)

Creates compositions by experimenting with sounds to find a variety of tonal qualities which may be combined

Attitudes - "Performance is an active process involving the development and application of musical skills, knowledge and perceptions" (from Program Rationale and Philosophy)

Demonstrates active involvement in personal development of musical skills and concepts

Demonstrates an understanding of musical concepts: rhythm, melody, harmony, form, and expression as related to skill development

Recognises that beats may be grouped in 4's

Recognises that metre changes may occur within a piece of music

Demonstrates that duration concepts are extended to include sixteenth notes

Understands that an interval is the space between two sounds

Understands that an interval may be changed by an accidental

Recognises that intervals give shape or contour to a melody

Understands that melodies may be based on the "C" major scale

Understands that IV and V chords are also used to accompany melodies

Recognises that tuned instruments can combine to make harmony

Understands that melodies having the same harmonic structure may be combined; e.g., partner songs

Demonstrates that sections may be identified by letters ABACA (rondo)

Recognises that first and second endings with repeat signs are found in music

Recognises that terms such as ritardando, accelerando, allegro and andante refer to tempo

Understands that legato and staccato are two terms that indicate how music may be performed

Recognises that musical instruments have distinctive tonal qualities and may be grouped according to families