Music Standards, Grade 4

Green =District Benchmarks (To be updated Spring 2010) Blue =Textbook: Bond, J., Boyer, R., Campbell-Holman, M., et.al. (2008) Spotlight on Music (Grade 4). New York: Macmillan McGraw-Hill. Orange =MN State Arts Standards: http://education.state.mn.us/mdeprod/groups/Standards/documents/Publication/013271.pdf Red= National Standards: Education World® : National Standards: Fine Arts: Music

1. Understanding elements: melody, rhythm, harmony, tone color, texture, form, vocabulary

Unit 1: Beat, meter, pitch, melody, quarter notes, half notes, eighth notes/rests, 4/4 meter, pentatonic scale

4.1.1.3.1 Artistic Foundations: Describe the elements of music including melody, rhythm, harmony, dynamics, tone color, texture, form and their related concepts, Reading and notating music, Students identify and in performance interpret symbols and traditional terms for dynamics, tempo and articulations

Unit 2: Sixteenth note patterns, Tonal center, staff, leger lines

Unit 3: Compound meter 6/8, skips and steps, add "fa"

Unit 4: Whole note, eighth rest, syncopation, tie, octave

Unit 5: Dotted quarter notes, major and minor, add "ti", Major Scale

Unit 6: Expression (Tempo, dynamics, articulation), Form, Augmentation, polyphony, homophony

4.1.3.3.2 Artistic Foundations: (Personal, cultural, historical influences) Describe how music creates meaning, Listening to, analyzing, and describing music, identify simple forms presented aurally, use terminology in explaining music, notation, instruments, voices, and performances, identify sounds of orchestra, band, various cultural instruments and children/male/female voices

2. Understand cultural/historic forms/traditions of music

Unit 1: Sing Spanish Folk song; listen to Joachim Rodrigo, Sing Hopi Lullaby, Listen to Pachelbel's Canon in D

4.1.1.3.3 Artistic Foundations: Identify the characteristics of a variety of genres and musical styles such as march, taiko, mariachi and classical, Listening to, analyzing and describing music, students move, answer questions, and describe aural examples of music from various styles/cultures, Understanding music in relation to history and culture, Students identify by genre/style aural examples from various historical periods and cultures, Students describe in simple terms how musical elements are used in various cultures of the world, students identify uses of music in their daily lives and characteristics that make certain music suitable for each use, Students identify and describe roles of musicians in various cultures/settings, Students demonstrate audience behavior appropriate for context and style of music

Unit 2: Sing Kentucky, Appalachian, Tennessee Folk songs; Listen to and discuss John Williams, J.S. Bach

4.4.1.4.1 Artistic Process: Respond or Critique: Justify personal interpretations and reactions to a variety of musical works or performances, Evaluating music and music performances, students devise criteria for performance/composition evaluation, students explain with musical terminology personal preferences for musical works and styles

Unit 3:Sing American Railroad song, Irish Marching song, Calypso Jamaican Song, Listen to South American and Uruguay drum pieces, Listen to Contredanse by Rameau, sing song from Guatemala

4.1.1.3.2 Artistic Foundations: Describe how the elements and their related concepts such as pitch, tempo, canon, and ABA are used in the performance, creation or response to music

Unit 4: Listen to Brazilian piece by Pixinguinha; Sing African American Spiritual; Sing Balkan Folk melody; Sing Chinese song about bamboo flute; Sing Railroad track laborer's song

4.1.3.2.1 Artistic Foundations:(Personal, cultural, historical influences) Describe the cultural and historical traditions of music including the contributions of Minnesota American Indian tribes and communities

Unit 5: Sing and dance: Akan Game song; Norwegian Dancing Song; Hebrew Dancing Song; Canadian College Song; Listen to Tchaikovsky, Renaissance music (Michael Praetorius), sing Puerto Rican Folk Song

Sing from memory varied repertoire representing genres and styles from diverse cultures

Listening to, analyzing and describing music, respond with movement to musical characteristics or musical events

Unit 6: Listen to/discuss fusion music; Sing Dutch spinning song; Sing Panamanian Folk Song;

3. Understand how musical elements are similar/different to other arts areas (form, line, texture)

Unit 1: Expressing peace through song and art (Picasso)

4.1.3.3.2 Artistic Foundations: (Personal, cultural, historical influences) Describe how music creates meaning

Unit 2: Poetry and rhythm ("The Woodpecker";

Unit 4: Story of Noah's Ark (African American Spritual and Hicks' painting "Noah's Ark"

Understanding the relationship between music, the other arts, and disciplines outside the arts, students identify similarities/differences in terms (form, line, contrast) in various art forms, Students identify ways that disciplines are interrelated with music (math, science, geography, history, languages)

Unit 5: Painting, song and dance about Watermills

Unit 6: Painting and song about Rivers

4. Sing, or play traditional instruments alone and in groups including part songs and rounds

Unit 1: Sing several songs, including "Peace Round"; Perform rhythmic patterns on classroom instruments, use body percussion to accompany "Canon in D"

4.1.1.3.2 Artistic Foundations: Describe how the elements and their related concepts such as pitch, tempo, canon, and ABA are used in the performance, creation, or response to music

Unit 2: Sing several songs including melody and countermelody for "Cotton-Eye Joe"; Play rhythmic accompaniment on classroom instruments

4.1.2.3.2 Artistic Foundations (Technical Skills) Sing and play alone and in a group demonstrating proper posture, breathing, technique, age-appropriate tone quality and expressive intent, Singing alone and with others a varied repertoire of music, sing independently with pitch, rhythm, posture, timbre, diction, tempo, sing expressively using dynamics, phrasing, interpretation, Sing from memory varied repertoire representing genres and styles from diverse cultures, Sing ostinatos, partner songs and rounds, Sing in groups, blending timbres, matching dynamics and responding to conductor cues, perform on pitch in rhythm with appropriate dynamics, timbre, and steady tempo

Unit 3: Sing several songs; Accompany "One Note Samba" with rhythm instruments; Learn and play the recorder

4.3.1.3.1 Artistic Process: Perform or Present: Sing alone and in groups such as rounds and part songs or play instruments alone and in a group

4.3.1.3.2 Artistic Process: Perform or Present: Revise performance based on the feedback of others and self-reflection

Unit 4: Sing several songs; play mallet instruments; play rhythm instruments

Unit 5: Sing several songs including the round "Viva la Musica"; accompany round with rhythm and mallet instruments

Unit 6: Sing several songs including "Bamboo" which has 3-note harmony; accompany "Bamboo" on mallet and rhythm instruments

5. Improvise and compose rhythms, melodies and accompaniment, using voice and/or instruments to express musical ideas.

Unit 2: Create a musical conversation using sixteenth note rhythms

4.2.1.3.1 Artistic Process: (Create or make using artistic elements) Improvise and compose rhythms, melodies, and accompaniments using voice or instruments to express a specific musical idea, Improvising melodies, variations, and accompaniments, Improvise answers in the same style, Improvise simple melodic/rhythmic ostinato, Improvise simple rhythmic/melodic variations on familiar melodies, Improvise short songs/pieces using traditional/non-traditional sources including electronics (MIDI), Composing and arranging music within specified guidelines, create and arrange short songs with specified form/instruments/compositional guidelines, Create and arrange to accompany readings/dramatizations, Use a variety of sound sources when composing

4.2.1.3.2 Artistic Process: (Create or make using artistic elements) Revise creative work based on feedback of others and self-reflection

6. Perform rhythmic, melodic and harmonic patterns on classroom instruments

Unit 1: Perform rhythmic patterns on classroom instruments, use body percussion to accompany "Canon in D"

4.1.1.3.2 Artistic Foundations: Describe how the elements and their related concepts such as pitch, tempo, canon, and ABA are used in the performance, creation, or response to music

Unit 2: Play rhythmic accompaniment on classroom instruments

4.3.1.3.1 Artistic Process: Present or Perform: Sing alone and in goups such as rounds and part songs or play instruments alone and in a group, Performing on instruments, alone and with others, a varied repertoire of music, Perform easy rhythmic, melodic, and chordal patterns accurately and independently on rhythm, melodic, and harmonic instruments, Performs expressively a varied repertoire of diverse genres/styles, Echo short rhythms and melodic patterns, Perform in groups with blend of timbres, dynamics, and responding to the cues of a conductor, Perform independent instrument parts (simple melodic/harmonic ostinato, progressions/chords) while other students sing/play contrasting parts

Unit 3: Accompany "One Note Samba" with rhythm instruments; Learn and play the recorder

Unit 4: play mallet instruments; play rhythm instruments

Unit 5:accompany round with rhythm and mallet instruments

Unit 6: accompany "Bamboo" on mallet and rhythm instruments

7. Read and write music using a system of musical notation

Unit 1: Read rhythms with Quarter, eighth, half notes and rests; do re mi so la, read melodic contour

4.1.2.3.1 Artistic Foundations: (Technical skills) Read and notate music using standard notation such as quarter, half, and eighth notes and rests, the lines and spaces of the treble clef and time signatures, Reading and notating music, Students use a system (syllables, numbers, letters) to read notation in treble clef major keys, Students read whole, half, dotted half, quarter and eighth notes and rests in 2/4, 3/4, 4/4, Students use standard symbols to notate meter, rhythm, pitch and dynamics in simple patterns

Unit 2: Read Sixteenth note rhythms; staff, ledger lines

Unit 3: Read steps and skips; add fa; identify pitch syllables on staff; move do; read rhythm in 6/8

Unit 4: Read whole note, eighth rests; play octaves on mallet instruments; read syncopated rhythms; read high do

Unit 5: Read dotted rhythms, ties; read mallet and rhythm instrument patterns; add ti; Major scale do-do in D Major

Unit 6: Write and perform rhythmic augmentation; read and perform accompaniments to "Bamboo"