Music: Grade 4

Sing two and three-part rounds, echo songs, and countermelodies with a wider range, and play accompaniments using syncopated rhythm patterns on pitched and un-pitched instruments.

Compose short melodies using steps, leaps, and repeats.

Listen and respond to music and instruments of diverse cultures and styles.

Describe qualities of successful musical performances.

Develop music reading skills for treble clef.

Recognize that music reflects the culture, time, and place of its origin.

Interpret a variety of moods and feelings communicated through various music selections.

Compare and contrast the meaning of common terms used in the arts and other subject areas (i.e., line, form, rhythm, texture, contrast, and color).

Recognize ways that music and musicians are encountered in everyday life.

Music, Beginner Keyboard

Strings, Beginner and Intermediate Level

Sing and/or play two and three part rounds, echo songs, and countermelodies using appropriate vocal techniques, dynamics, and phrasing.

Sing with appropriate tone quality while increasing vocal range.

Sing music from a variety of places, including Mississippi.

Sing from memory a repertoire that incorporates simple harmonies.

Play syncopated accompaniments using pitched and un-pitched instruments.

Sing in groups, focusing on blending, matching dynamics, and responding to the conductor.

Create increasingly complex melodies by singing or playing on pitched instruments.

Create and correctly echo simple rhythms and melodic ostinato accompaniments by playing instruments.

Create an original song and accompaniment using a variety of sound sources.

Improvise simple variation on familiar melodies.

Describe the instrumentation of a music composition.

Dramatize characteristics identified in a music composition with appropriate movement.

Analyze increasingly complex forms (i.e., theme and variations, suite, overture, call-response).

Describe musical elements that relate to a successful performance.

Dramatize and interpret musical performances.

Analyze recorded music examples as a model for performance.

Devise criteria for evaluating performance or compositions.

Perform basic rhythmic, melodic, and dynamic symbols and notation while reading and performing music.

Read lines and spaces of treble clef and bass clef notation.

Recognize and discuss by genre or style music examples from various historical cultures and ethnic groups.

Identify instruments and timbres of instrument families from various cultures.

Illustrate the feelings expressed in music performances by painting, drawing a picture, moving, or writing a story/poem.

Interpret the idea or story of a music selection by performing on instruments appropriate to the piece.

Identify similarities and differences in the meanings of common terminology of art forms such as music, drama, and dance, with literature and poetry.

Analyze sequential arrangement (sequencing of thoughts, numbers, etc.) within various art forms.

Identify ways in which the principles of music are related to other disciplines.

Compare and contrast the qualifications for various musical careers.

Identify and describe roles of musicians in various musical settings, cultures, and careers.

Play a variety of music selections alone or in groups.

Create and perform music using simple melodies and rhythms.

Listen to, describe, and respond to short works of music.

Describe qualities of successful keyboard performances.

Recognize and identify music notation and symbols.

Recognize that music reflects the culture, time, and place of its origin.

Experience a variety of moods and feelings expressed by different keyboard selections.

Recognize connections between music, the other arts, and other subject areas.

Recognize ways that music and musicians are encountered in everyday life.

Sing and play a variety of music selections alone or in groups.

Create and perform music using simple melodies and rhythms.

Listen to, describe, or respond to short works of music.

Describe qualities of successful string performances.

Recognize and identify music notation and symbols.

Recognize that music reflects the culture, time, and place of its origin.

Experience a variety of moods and feelings expressed by different string repertoire.

Recognize connections between music, the other arts, and other subject areas.

Recognize ways that music and musicians are encountered in everyday life.

Use proper posture and hand position while sitting at the keyboard.

Demonstrate understanding of high, medium, and low pitch ranges in selected keyboard repertoire.

Create melodic motives on the keyboard to illustrate up and down.

Improvise a composition using staccato and legato melodies.

Describe characteristics of a melody or rhythm used in a keyboard composition.

Describe basic elements of form in music.

Identify expressive qualities of a keyboard performance: soft, loud, fast, slow, etc.

Evaluate accuracy of rhythm, melody, and style in keyboard performances.

Recognize music symbols that demonstrate rhythmic notation and values (i.e., quarter note, quarter rest, eighth note bar lines, and measures).

Know the letter names of line and space notes on treble and bass clefs.

Demonstrate knowledge of music symbols/icons by playing on the keyboard.

Listen to and perform music from various cultures, and ethnic groups.

Understand the role of music and musicians in selected cultures, times, and places.

Compare and contrast emotions or moods expressed when listening to or performing specific examples of music.

Know that keyboard selections can convey various ideas or stories.

Compare ways a composer uses dynamics to tell a musical story with the way an author, a painter, a mime, or a dancer tells a story.

Analyze the sequential arrangement of phrases or sections in a work of music compared to the order of events in a story.

Know various ways that people make music.

Analyze the presence, use, and effect of music in everyday life.

Demonstrate beginning knowledge of a variety of music styles.

Compare and contrast the qualifications for various musical careers.

Use proper posture and hand position while holding stringed instrument.

Demonstrate understanding of high, medium and low pitch ranges in selected stringed repertoire.

Identify and play scales.

Create melodic motives on the instrument to illustrate up and down.

Improvise a composition using staccato and legato melodies.

Describe characteristics of a melody or rhythm used in a string composition.

Describe basic elements of form in music.

Identify expressive qualities of a string performance: soft, loud, fast, slow, etc.

Evaluate accuracy of rhythm, melody, and style in stringed performances.

Recognize music symbols that demonstrate rhythmic notation (i.e., quarter note, quarter rest, eighth note).

Know the letter names of line and space notes on treble and bass clefs.

Identify note/rest values, bar lines and measures.

Demonstrate knowledge of music symbols/icons by playing on respective stringed instrument.

Listen to and perform music from various cultures, and ethnic groups.

Understand the role of music and musicians in selected cultures, times, and places.

Compare and contrast emotions or moods expressed when listening to or performing specific examples of music.

Know that stringed selections can convey various ideas or stories.

Compare ways a composer uses musical elements to tell a musical story like the way an author, a painter, a mime, or a dancer tells a story.

Compare ways music and other subjects are related.

Know various ways that people make music.

Analyze the presence, use, and effect of music in everyday life.

Demonstrate beginning knowledge of a variety of music styles.

Compare and contrast the qualifications for various musical careers.