Scope and Sequence

Grade: 4

Music

By the end of fourth grade, students should know and be able to do the following:

Musical Element
4th Grade
Rhythm / - Demonstrate and use syncopated rhythms and sixteenth notes.
Melody / - Identify the note names of the treble clef staff.
- Read music using solfege notes.
- Match pitch using solfege notes.
Harmony / - Discriminate between unison and harmony.
- Perform arpeggiated ostinati on xylophones and metallophones.
Timbre / - Demonstrate appropriate technique on the recorder.
- Describe how sound is produced by vibration.
- Identify various instruments of the four orchestral families by sight and sound.
Form / - Identify and perform rondo form.
History/Style / - Recognize and sing music from Maryland.
Composition/Performance / - Create, perform, and respond to pentatonic melodies on the recorder, xylophone, or metallophone.
Vocabulary / woodwinds
percussion
brass
pitch
rondo
form
interlude
unison
tempo
accelerando
ritardando
harmony
allegro
andante
syncopation
moderato

Suggested sequence of activities (pulled directly from the curriculum):

UNIT 1 / Describe environmental sounds heard with attention to rhythm. (1.1.d) / Students will describe ways in which environmental sounds differ rhythmically.
Using pictures, students will listen to band and orchestra instruments, determining whether they belong to the brass, percussion, string, or woodwind family.
Students will play instruments and determine to which family the instrument belongs.
Listen to and identify voices as children’s, adult male, and adult female. (1.1.e) / Students will listen to recordings of voice types, and determine which type they are hearing. Students chart responses on paper.
Perform accurately simple rhythms at sight from standard notation: tied notes (whole, half, and quarter combinations). (1.2.a) / Students will sing songs that use tied notes.
Sing and play a variety of music with accurate intonation and characteristic timbre. (1.2.b) / Students will sing and rap each section of a song.
Students will perform recorder pieces with proper intonation.
Perform singing games and traditional dances from a variety of world cultures. (1.3.a) / Students will perform songs from various cultures.
Conduct music in four meter. (1.3.b) / Students will conduct a song in four meter.
Describe how music reflects daily experience in Maryland. (2.1.a) / Students will listen to and perform songs that reflect daily experiences in Maryland.
Identify and describe roles of musicians in Maryland. (2.1.d) / Students will read to find out about Maryland musicians.
Perform songs and dances from a variety of historical periods and world cultures, including some connected to general classroom studies. (2.2.b) / Students will perform various dance styles to represent historical periods and various cultures.
Students will perform and discuss the meaning of the lyrics of the Maryland State Anthem Maryland My Maryland.
Listen to and describe musical examples that represent styles and traditions from various historical periods and world cultures. (2.2.c) / Students will listen to contemporary music that blends various styles.
Students will listen to music from various world cultures that blend various styles.
Use techniques from dance, drama, and the visual arts to characterize music. (2.3.a) / Students will draw pictures to represent various classical music pieces.
Students will create their own movements to a piece of music.
Identify ways in which the processes and content in music correlate with those of other subject areas taught in the school. (2.3.b) / Students will compare the pitches of cups that are filled to different volumes of water.
Students will use music notes to complete various math operations. For example whole note – half note = half note; 4 * quarter note = whole note
Listen to and identify music from various periods in music history, world cultures, and works written by exemplary composers. (2.4.a) / Students will listen to music from various periods of music.
Create simple melodies in forms which show contrast: whole notes and whole rests, half notes and half rests, quarter notes and quarter rests, two eighth notes connected, tied notes (2 measures). (3.2.b) / Students will compose a 16 beat rhythm in 4/4 meter and perform the composition for class. Students will use pitches within the C pentatonic scale.
Discuss how changes in performance such as dynamics, tempo, and phrasing affect the listener’s reaction to musical works. (4.1.a) / Students will listen to two versions of the same song and evaluate them for the ways in which they communicate a message.
UNIT 2 / Perform accurately simple rhythms at sight from standard notation: tied notes (whole, half, and quarter combinations). (1.2.a) / Students will sing songs that use tied notes.
Sing and play a variety of music with accurate intonation and characteristic timbre. (1.2.b) / Students will sing a variety of music.
Perform rhythmically and melodically correct ostinatos or chordal accompaniment patterns while other students sing or play contrasting parts. (1.2.d) / Students will perform ostinatos that accompany a melody.
Perform singing games and traditional dances from a variety of world cultures. (1.3.a) / Students will perform songs from various cultures.
Write simple rhythm patterns from dictation using quarter, two connected eighth, half, and whole notes and corresponding rests in 2/4 and 3/4 time. (1.4.b) / Students will use body percussion to perform simple rhythms using quarter, two connected eighth, half, and whole notes and corresponding rests.
Students will write simple rhythm dictations.
Listen to, perform, and discuss how music is used to celebrate holidays in various cultures. (2.1.b) / Students will listen to and perform music to celebrate specific holidays.
Listen to and discuss how selected works from standard music literature correspond to specific historical events. (2.2.a) / Students will listen to and discuss how music is written to celebrate specific historical events. Students will perform songs that represent specific historical events.
Perform songs and dances from a variety of historical periods and world cultures, including some connected to general classroom studies. (2.2.b) / Students will perform various dance styles to represent historical periods and various cultures.
Students will perform and discuss the meaning of the lyrics of the Maryland State Anthem Maryland My Maryland.
Use techniques from dance, drama, and the visual arts to characterize music. (2.3.a) / Students will draw pictures to represent various classical music pieces.
Students will create their own movements to accompany a piece of music.
Listen to and describe musical examples that represent styles and traditions from various historical periods and world cultures. (2.2.c) / Students will listen to and describe a variety of musical styles.
Identify ways in which the processes and content in music correlate with those of other subject areas taught in the school. (2.3.b) / Students will use music notes to complete various math operations.
Listen to and identify music from various periods in music history, world cultures, and works written by exemplary composers. (2.4.a) / Students will listen to and describe a variety of music from various periods and cultures.
Create simple melodies in forms which show contrast: whole notes and whole rests, half notes and half rests, quarter notes and quarter rests, two eighth notes connected, tied notes (2 measures). (3.2.b) / Students will compose a 16 beat rhythm in 4/4 meter and perform the composition for class. Students will use pitches within the C pentatonic scale.
Compose and notate graphically a sound composition using environmental sounds. (3.2.a) / Students will create a rhythm using environmental sounds to perform between verses in a song.
Develop personal aesthetic criteria for evaluating musical performances.
(4.2.a) / Students will develop a criteria/rubric to evaluate their own improvisations, compositions and performances.
Students perform melodies learned in class, by singing or by playing an instrument such as the recorder. They record the performance and evaluate it based on predetermined criteria.
UNIT 3 / Explain characteristics of band and orchestra instruments to support their belonging to the string, woodwind, brass, or percussion family. (1.1.a) / Using pictures, students will listen to band and orchestra instruments, determining whether they belong to the brass, percussion, string, or woodwind family.
Students will play instruments and determine to which family the instrument belongs.
Identify theme and variation form in music when presented aurally. (1.1.b) / Students will listen to theme and variation form, and identify its parts.
Sing and play a variety of music with accurate intonation and characteristic timbre. (1.2.b) / Students will sing and play a variety of music.
Perform rhythmically and melodically correct ostinatos or chordal accompaniment patterns while other students sing or play contrasting parts. (1.2.d) / Students will perform ostinatos that accompany a melody.
Perform singing games and traditional dances from a variety of world cultures. (1.3.a) / Students will perform songs from various cultures.
Read standard chord symbols and play the represented chords on classroom instruments (I and V chords). (1.4.a) / Students will read the I and V chords from the staff to accompany a melody.
Notate short improvised melodies on the treble staff using standard notation (2 measures). (1.4.c) / Students will create and perform 2-measure improvisations using body percussion.
Students will improvise 2-measure phrases, which they will notate on staff paper.
Write simple rhythm patterns from dictation using quarter, two connected eighth, half, and whole notes and corresponding rests in 2/4 and 3/4 time. (1.4.b) / Students will write measures in 2/4 and 3/4 time, using quarter, two connected eighth, half, and whole notes and corresponding rests.
Listen to, perform, and discuss how music is used to celebrate holidays in various cultures. (2.1.b) / Students will listen to and perform music to celebrate specific holidays.
Use representational sign language to describe aural musical examples. (2.1.e) / Students will perform a song while using sign language.
Compare ways in which creating and performing music bring satisfaction. (2.1.f) / Students will work in groups to compose and notate a step routine (stomping -rectangles, clapping-circles and snapping- x’s). Students will write about the creative process and how it made them feel.
Listen to and discuss how selected works from standard music literature correspond to specific historical events. (2.2.a) / Students will listen to and discuss how music is written to celebrate specific historical events. Students perform songs.
Perform songs and dances from a variety of historical periods and world cultures, including some connected to general classroom studies. (2.2.b) / Students will perform songs and dances that represent a variety of cultures and historical periods.
Use techniques from dance, drama, and the visual arts to characterize music. (2.3.a) / Students will create their own movements to a piece of music.
Listen to and describe musical examples that represent styles and traditions from various historical periods and world cultures. (2.2.c) / Students will listen to contemporary music that blends various styles.
Students will listen to music from various world cultures that blend various styles.
Identify ways in which the processes and content in music correlate with those of other subject areas taught in the school. (2.3.b) / Students will compare the pitches of cups that are filled to different volume of water.
Listen to and identify music from various periods in music history, world cultures, and works written by exemplary composers. (2.4.a) / Students will listen to music from various periods of music.
Identify specific musical instruments that are used in a variety of musical styles and genres. (2.4.b) / Students will listen to a variety of music that represents various musical styles and genres and identify the instruments that are being used.
Compose and notate graphically a sound composition using environmental sounds. (3.2.a) / Students will compose an ostinato to accompany the B section of an AB song.
Develop personal aesthetic criteria for evaluating musical performances.
(4.2.a) / Teacher leads discussion on students’ self-created list of criteria for evaluating performances and compositions. Students’ listening will be focused on tempo, dynamics and phrasing.
Students will develop a criteria/rubric to evaluate their own improvisations, compositions and performances.
Students perform melody learned in class, by singing or by playing an instrument such as the recorder. They record the performance and evaluate it based on predetermined criteria.
Unit 4 / Sing and play a variety of music with accurate intonation and characteristic timbre. (1.2.b) / Sing and play a variety of music.
Sing partner songs and songs with descants accurately. (1.2.c) / Students will perform partner songs.
Perform rhythmically and melodically correct ostinatos or chordal accompaniment patterns while other students sing or play contrasting parts. (1.2.d) / Students will perform ostinatos that accompany a melody.
Perform singing games and traditional dances from a variety of world cultures. (1.3.a) / Students will perform songs from various cultures.
Read standard chord symbols and play the represented chords on classroom instruments (I and V chords). (1.4.a) / Students will read the I and V chords from the staff to accompany a melody.
Notate short improvised melodies on the treble staff using standard notation (2 measures). (1.4.c) / Students will create and perform 2-measure improvisations using body percussion.
Students will improvise 2-measure phrases, and then notate the measures on staff paper.
Compare ways in which creating and performing music bring satisfaction. (2.1.f) / Students will write about how performing a song makes them feel.
Listen to and discuss how selected works from standard music literature correspond to specific historical events. (2.2.a) / Students will listen to and perform songs that reflect daily experiences in Maryland
Perform songs and dances from a variety of historical periods and world cultures, including some connected to general classroom studies. (2.2.b) / Students will perform various dance styles to represent historical periods and various cultures.
Use techniques from dance, drama, and the visual arts to characterize music. (2.3.a) / Students will create their own movements to a piece of music.
Listen to and describe musical examples that represent styles and traditions from various historical periods and world cultures. (2.2.c) / Students will listen to music from various world cultures that blend various styles.
Identify ways in which the processes and content in music correlate with those of other subject areas taught in the school. (2.3.b) / Students will use music notes to complete various math operations.
Listen to and identify music from various periods in music history, world cultures, and works written by exemplary composers. (2.4.a) / Students will listen to music from various periods of music.
Identify specific musical instruments that are used in a variety of musical styles and genres. (2.4.b) / Students will listen to a variety of music that represents various musical styles and genres and identify the instruments that are being used.
Use instruments or voices to improvise simple rhythmic and melodic ostinato accompaniments. (3.1.a) / Students will perform a melody of a song and then add an improvised ostinato to the song. Students discuss how two different musical parts are organized together to create on song.
Students will use words from a poem or a song to create a rhythm ostinato.
Improvise vocal or instrumental music using at least three traditional sounds. (3.1.b) / Teacher will play a call and students will improvise a four beat response. After students are comfortable with improvising as a class, break them down into smaller groups and then individuals.
Students will work in small groups, improvising call and response patterns with pitched classroom instruments.
Compose and use traditional notation to preserve descants which enhance given melodies. (3.2.c) / Students will compose a descant to accompany a familiar song.
Develop personal aesthetic criteria for evaluating musical performances.
(4.2.a) / Teacher leads discussion on students’ self-created list of criteria for evaluating performances and compositions. Students’ listening will be focused on tempo, dynamics and phrasing.
Students will develop a criteria/rubric to evaluate their own improvisations, compositions and performances.
Students perform melody learned in class, by singing or by playing an instrument such as the recorder. They record the performance and evaluate it based on predetermined criteria.
Discuss how changes in performance such as dynamics, tempo, and phrasing affect the listener’s reaction to musical works. (4.1.a) / Teacher led discussion about the appropriate manner in which to behave at a jazz concert as opposed to a pop concert.

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