Choral Music: Grade 4

Music Performance

Creating Music

Music Literacy

Critical Response to Music

History and Culture

Making Connections

The student will sing and perform on instruments a variety of music, alone and with others.

The student will improvise, compose, and arrange music within specified guidelines.

The student will read and notate music.

The student will listen to, describe, analyze, and evaluate music and music performances.

The student will examine and perform music from a variety of historical periods and cultures.

The student will make connections between music and other arts disciplines, other content areas, and the world.

Singing

Playing

Improvising

Composing and Arranging

Use a system (for example, rhythm syllables, numbers) to read, write, and perform rhythmic notation incorporating whole, half, quarter, eighth, sixteenth, and dotted half notes and corresponding rests.

Use a system (for example, solfège syllable, numbers, note names) to read, write, and perform an eight-measure melodic line in pentatonic and major tonalities.

Identify and locate on the score the symbols and terminology for dynamics (including pp, mp, p, mf, and f), tempo (including allegro, largo, andante, accelerando, and ritardando), articulation (including staccato and legato).

Use available technology to write notation with standard symbols for created and dictated measures for meter, rhythm, and pitch.

Analyzing

Evaluating

Sing and listen to examples of music from various historical periods and world cultures.

Describe ways that elements of music are used in music of various genres from the diverse cultures of the world.

Integrate music into creative writing, storytelling, poetry, visual arts, and other disciplines.

Identify connections between mathematics and the rhythmic ideas in music.

Compare and contrast the roles, careers, and income of musicians in various settings and world cultures.

Discuss a variety of musical careers, including the level of education and the skill set that people in those careers need in order to do their work.

Determine the cost of the instruction, repertoire, instruments, materials, and supplies used in the chorus classroom.

Discuss ways that economic conditions affect the arts businesses, schools, theatres, museums, and institutions in his or her community.

Identify uses of music in daily experiences and describe the characteristics that make the music suitable for the particular use.

Discuss and compare ways that skills and activities performed in music classes can be used in careers outside of music.

Discuss and demonstrate appropriate audience behaviors for a variety of events such as indoor/outdoor concerts and school/community events.

Echo simple rhythmic and melodic patterns.

Sing independently and in groups with accurate intonation and in rhythm, using appropriate timbre, diction, and good posture while maintaining a steady tempo.

Sing expressively in groups, matching dynamic levels and responding to the cues of a conductor.

Sing, alone and with others, a varied repertoire of music including partner songs, descants, ostinati, and rounds.

Sing in groups, using good posture, matching dynamic levels, changing tempos, sustaining held notes, attacking and releasing the sounds together, and responding to the cues of a conductor.

Play pitched and unpitched instruments, alone and in ensembles, in rhythm with good posture and dynamics while maintaining a steady tempo.

Improvise short rhythmic and melodic question-and-answer patterns.

Improvise simple rhythmic variations and intentional melodic embellishments to familiar songs.

Improvise simple rhythmic variations.

Demonstrate creativity by composing and arranging musical patterns using traditional and nontraditional sound sources and music notation software (for example, Groovy Music, Acoustica Mixcraft).

Compose and arrange short sections using the expressive elements of music (rhythm, tempo, melody, harmony, texture, timbre, articulation, and dynamics).

Work in a large group to arrange and perform accompaniments for one or two songs from repertoire employing a variety of formal structures such as AB, ABA, and rondo.

Identify examples of musical forms such as motive, four-bar phrase, canon, rondo, and theme and variation.

Demonstrate his or her perceptual skills by moving to music that represents a diversity of styles and by answering questions about that music.

Use musical terminology to describe musical elements such as pitch, notation, meter, chords, tonality (major, minor, and pentatonic), voices, instruments, and performances.

Identify, describe, and classify by sight and sound a variety of instruments and instrumental families such as orchestra, band, multicultural, and electronic.

Demonstrate creative movement and emotional response while listening to music.

Devise criteria for evaluating performances and compositions on the basis of music concepts.

Explain his or her preferences for specific musical works and performances.