Fourth Grade Music Curriculum

*To be taught by Music Teacher (revise curriculum if no music teacher)

Standard A:  A student should be able to create and perform in the arts.

A student who meets the content standard should:

  1. Participate in dance, drama, music, visual arts, and creative writing;
  2. Refine artistic skills and develop self-discipline through rehearsal, participation, and revision;
  3. Appropriately use new and traditional materials, tools, techniques, and processes in the arts;
  4. Demonstrate the creativity and imagination necessary for innovative thinking and problem solving.
  5. Collaborate with others to create and perform works of art’
  6. Integrate two or more art forms to create a work of art; and
  7. Investigate careers in art production.

ACTIVITIES

·        Sing independently, on pitch, and in rhythm, with appropriate timbre, diction, and posture.

·        Sing from memory a varied repertoire of songs representing genres and styles from diverse cultures.

·        Sing rounds, partner songs, vocal ostinati, and counter melodies; begin reading two-part music on score; respond to cues of the conductor.

·        Add low sol, low la, and high do to the previously learned melodic patterns.

·        Begin learning the major scale, including Fa and Ti and combinations of those notes.

·        Play and sing simple diatonic melodies using solfege and absolute pitch names.

·        Echo short rhythms and melodic patterns.

·        Read, write and perform all previously learned symbols and: ,   , and    in  ,  , and meter signatures.

·        Begin to learn the formal names: quarter note, eighth note, half note, whole note, and corresponding rests, and the idea of counting with numbers.

·        Practice using classroom instruments appropriately and musically.

·        Create accompaniments and sounds for poetry and stories with instruments.

·        Add accompaniments with body percussion and classroom instruments including Orff instruments.

·        Improvise question and answer phrases and simple melodic and rhythmic ostinato accompaniments.

·        Begin to learn two-chord accompaniments on Orff instruments or Autoharp.

·        Create introductions and codas: show knowledge of AB, ABA, and rondo form: show knowledge of repeat sign, DC al fine, DS al fine.

·        Identity and use traditional markings for tempi and dynamics: f (loud), p (slow), crescendo, decrescendo, fermata, fast, slow, getting faster, getting slower.

·        Use legato, staccato, and accent.

·        Define the terms composer, professional musician, soloist, conductor, orchestra member, band member, and folk performer.

·        Listen to a guest musician tell about their experience in music.

 

 

 

ASSESSMENT:

·        Student performance

·        Rubric/checklists

·        Observational, anecdotal record

·        Video portfolio

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Standard B: A student should be able to understand the historical and contemporary role of the arts in Alaska, the nation, and the world.

A student who meets the content standard should:

  1. Recognize Alaska Native cultures and their arts;
  2. Recognize United States and world cultures and their arts;
  3. Recognize the role of tradition and ritual in the arts;
  4. Investigate the relationships among the arts and the individual, the society, and the environment;
  5. Recognize universal themes in the arts such as love, war, childhood, and community;
  6. Recognize specific works of art created by artists from diverse backgrounds;
  7. Explore similarities and differences in the arts of world cultures;
  8. Respect differences in personal and cultural perspectives; and
  9. Investigate careers relating to arts history and culture.

 

ACTIVITIES

·         Listen to and perform a wide variety of music from different cultures and historical periods including Alaskan Native music.

·         Identify by style aural examples of music from various historical periods and cultures.

·         Describe how elements of music are used in the music of various cultures.

·         Identify various uses of music in daily life and describe characteristics that make music suitable for each use.

·         Become familiar with well known compositions associated with stories (e.g. Pictures at an Exhibition).

 

 

 

ASSESSMENT:

·        Student performance

·        Rubric/checklists

·        Observational, anecdotal records

·        Video portfolio

 

 

 

 

 

 

 

 

 

 

Standard C: A Student should be able to critique the student’s art and the art of others.

A student who meets the content standard should:

  1. Know the criteria used to evaluate the arts; these may include craftsmanship, function, organization, originality, technique, and theme.
  2. Examine historical and contemporary works of art, the works of peers, and the student’s own works as follows:
    1. Identify the piece;
    2. Describe the use of basic elements;
    3. Analyze the use of basic principles;
    4. Interpret meaning and artist’s intent;
    5. Express and defend an informed opinion;
  3. Accept and offer constructive criticism;
  4. Recognize and consider an individual’s artistic expression;
  5. Exhibit appropriate audience skills; and
  6. Investigate careers relating to arts criticism.

 

ACTIVITIES

·         Listen to and/or observe and discuss many examples of music, including recordings and live performances.

·         Describe specific musical aspects of a given example with increasingly sophisticated use of music terminology.

·         Identify the sounds of a variety of instruments including many orchestra and band instruments and instruments from various cultures, as well as, children’s voices and male and female voices.

·        Practice and exhibit appropriate audience skills.

·         Use criteria for evaluating performances and compositions.

 

 

ASSESSMENT:

·        Student performance

·        Rubric/checklists

·        Observational, anecdotal records

·        Video portfolio

 

 

 

 

 

 

 

 

 

 

Standard D: A student should be able to recognize beauty and meaning through the arts in the student’s life.

A student who meets the content standard should:

  1. Make statements about the significance of the arts and beauty in the student’s life;
  2. Discuss what makes an object or performance a work of art;
  3. Recognize that people tend to devalue what they do not understand;
  4. Listen to another individual’s beliefs about a work of art and consider the individual’s reason for holding those beliefs;
  5. Consider other culture’s beliefs about works of art;
  6. Recognize that people connect many aspects of life through the arts;
  7. Make artistic choices in everyday living; and
  8. Investigate careers related to the search for beauty and meaning, which is aesthetics.

 

ACTIVITIES

 

 

 

ASSESSMENT

·        Student performance

·        Rubric/checklists

·        Observational, anecdotal records

·        Video portfolio