Fine Arts: Music (4th Grade)

Creating (CR)

Performing (PR)

Responding (RE)

Connecting (CN)

Generate musical ideas through reading, notating, and/or interpreting music.

Present or demonstrate an existing work, formally or informally, with appropriate expressive and technical skills.

Respond to music while demonstrating respect for others' music preferences and music performances.

Recognize the development of music from a social, cultural, and historical context.

Explore the elements of music, including: A. Beat/Meter (meter in 2/4, 3/4, 4/4, and syncopation) B. Pitch (high/middle/low) C. Tempo (accelerando and ritardando) D. Dynamics (mezzo forte/mezzo piano) E. Melody (octave leap and melodic contour) F. Harmony (layered ostinati, both rhythmic and melodic, canons/rounds, and partner songs) G. Form (interlude and first/second ending) H. Tone Color (classroom percussion instruments, identify instruments and instrument families of the orchestra, timbre of solo versus ensemble, as well as soprano, alto, tenor and bass)

Improvise melodic and rhythmic answers with or without a system syllables, numbers or basic notation using voice, classroom instruments, or technology to demonstrate basic notation.

Improvise movement (non-locomotor and locomotor) appropriate for the musical elements heard in various listening examples with and without partners or groups.

Identify a system of syllables, numbers, or letters to demonstrate basic notation on a staff: Rhythmic (syncopation and single eighth note and rest) Melodic (high do, low la, low sol, and treble clef)

Experiment with variations in and demonstrate understanding of tempo, timbre or tone color, dynamics, and phrasing for expressive purposes.

Participate in music through singing (individually and in groups, as well as accompanied and unaccompanied) and playing traditional and/or non-traditional instruments (i.e., found sounds).

Match pitches, sing in tune (C, D, F, or G- pentatone), and use appropriate tone and expression.

Perform simple ostinati using instruments or body percussion to accompany songs and rhythm activities.

Perform simple patterns or melodies in group ensembles with voice or on pitched or unpitched traditional or non-traditional instruments.

Sing two-part rounds, partner songs,and ostinatos.

Sing with an acceptable tone quality throughout his/her singing ranges or play an instrument with an acceptable tone quality throughout an appropriate range.

Respond to the beat or rhythm in music by using non-locomotor or locomotor movement, body percussion, and playing classroom instruments.

Recognize and practice appropriate audience and performer behavior appropriate for the context and style of music performed and demonstrate respect for music performed by others.

Respond to basic features (dynamics, tempo, form, etc.) of familiar and unfamiliar songs.

Recognize basic elements of familiar and unfamiliar songs.

Compare students' likes and dislikes of music of different styles, while using appropriate terms to explain opinions.

Sing and perform songs, chants, rhymes, singing games, and dances from a variety of cultures.

Recognize American music, including work songs, holiday songs, and patriotic music.

Identify music and instruments from different cultures.

Introduce the various roles musicians have in various musical settings and cultures.

Introduce uses of music in everyday life (e.g., film, television, background music, commercials, and video games).

Beat/Meter (meter in 2/4, 3/4, 4/4, and syncopation)

Pitch (high/middle/low)

Tempo (accelerando and ritardando)

Dynamics (mezzo forte/mezzo piano)

Melody (octave leap and melodic contour)

Harmony (layered ostinati, both rhythmic and melodic, canons/rounds, and partner songs)

Form (interlude and first/second ending)

Tone Color (classroom percussion instruments, identify instruments and instrument families of the orchestra, timbre of solo versus ensemble, as well as soprano, alto, tenor and bass)