WASD PA Core Music Curriculum

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1 Course Name: Unit: Expression Key Learning(s): Unit Essential Questions: Grade 4 Number of Days: 45 tempo, dynamics and mood What is tempo? What are dynamics? What is mood in music? Competency: Concepts Essential Questions Standard Lesson # A = Acquisition Resources/Materials Tier 2 Vocabulary Tier 3 Vocabulary Eligible Content & Skills ET = Extended Thinking (A) What does it mean to sing Spotlight on Music grade with dynamics? 4 text and materials. Music Education: 1 (Singing, alone and with demonstrate differing tempo, dynamics and mood Sing with appropriate tempo and dynamics. Sing with expression fitting the context of the musical composition. Pennsylvania standards: Perform on pitched and unpitched instruments while maintaining a steady tempo Music Education: 2 and matching dynamic levels. (Performing on instruments, Perform with expression on alone and with others, a fitting the context of varied repertoire the musical composition. (A) What does it mean to sing with tempo? (ET) What is the appropriate expression for the song? (A) How do I play with appropriate tempo and dynamics? (ET) What is the appropriate expression for the song? classroom instruments storybooks fast slow loud soft happy sad same different opposites style context appropriate tempo dynamics mood piano forte mezzo crescendo decrescendo allegro moderato andante fermata pianissimo fortissimo articulation Music Education: 5 (Read and notate music.) Music Education: 6 (Listening, analyzing and describing music.) Identify and perform tempo markings and dynamic symbols. Listen, analyze and describe various dynamics, tempos and moods. (A) How do I audibly interpret musical symbols? (A) What words can I use to describe dynamics, tempo and mood? (A) How can I move to demonstrate dynamics, tempo and mood?

2 National Standards of Music Education: 7 (Evaluate music and music performances.) Explain orally, using appropriate music terminology, his/her interpretation and personal preferences for specific musical works and styles of a musical selection or performance. (ET) What makes a significant and meaningful performance? 9.2 Music Education: 8 (Understand relationships between music, the other arts, and disciplines outside the arts.) Identify similarities and differences in the meanings of common terms used in the various arts. Identify ways in which the principles and subject matter of other disciplines taught in the school are interrelated with those of music. (ET) What is the relationship between music and the other arts?

3 Course Name: Unit: Form Key Learning(s): Unit Essential Questions: Grade 4 Number of Days: 45 sections in music; repetition and contrast How can I recognize same and different sections in music? How are the elements used in musical compositions? Competency: Music Education: 1 (Singing, alone and with Pennsylvania standards: Music Education: 2 (Performing on instruments, alone and with Music Education: 3 (Improvise melodies, variations and accompaniments.) identify, perform and move to show similarities and differences in form Concepts Essential Questions Standard Lesson # A = Acquisition Resources/Materials Tier 2 Vocabulary Tier 3 Vocabulary Eligible Content & Skills ET = Extended Thinking Spotlight on Music grade 4 text and materials. Sing songs in various forms. Play songs on unpitched and/or pitched instruments in various forms. Play on the songs in various forms. Improvise short songs and instrumental pieces on within specified guidelines. (A) How does the melody I am singing reflect the form of the song? (A) How do I respond to changes in sections with the use of instruments? (ET) How do I improvise on my? classroom instruments storybooks same different contrast sections movement dance introduction repeat pattern symmetry phrase composition evaluation verse refrain AB ABA ABC coda rondo theme and variations

4 Music Education: 4 (Compose and arrange music within specified guidelines.) Music Education: 5 (Reading and notating music.) Music Education: 6 (Listening to, analyzing and describing music. Music Education: 7 (Evaluate music and music performances.) 9.2 Music Education: 8 (Understand relationships between music, the other arts, and disciplines outside the arts.) Create and arrange short songs and instrumental pieces within specified guidelines. Identify and perform music that contains an introduction, interlude, coda, D.C. al fine, D.S. al fine. Listen and respond through purposeful movement to show form. Identify two-part form. Recognize musical phrases. Identify ABA, Rondo and theme and variations as musical form. Devise criteria for evaluating performances and compositions. Identify similarities and differences in the meanings of common terms used in the various arts. Identify ways in which the principles and subject matter of other disciplines taught in the school are interrelated with those of music. (A) What is the form of my composition? (A) How do I audibly interpret musical symbols that relate to form? (A) How can we creatively demonstrate what we hear? (A) How does movement reflect music? (A) What words can I use to describe form in music? (ET) What musical vocabulary can be used to evaluate a performance? (ET) How is form in music and the visual arts related?

5 Course Name: Unit: History & Culture Key Learning(s): Unit Essential Questions: Grade 4 Number of Days: 45 historical and cultural music How does culture affect music? What is the relationship between music and history? How can music reflect a specific season? Competency: Concepts Essential Questions Standard Lesson # A = Acquisition Resources/Materials Tier 2 Vocabulary Tier 3 Vocabulary Eligible Content & Skills ET = Extended Thinking Spotlight on Music grade composer 4 text and materials. Music Education: 1 (Sing, alone and with 9.2 Music Education 9 (Understand music in relation to history and culture) identify and perform songs from various cultures and historical time periods Sing from memory a varied repertoire of songs representing genres and styles from diverse cultures. Understand music in relation to history and culture. Describe in simple terms how elements of music are used in music examples from various cultures of the world. (A) How does the song I am singing reflect its native culture? (A) How does culture affect music? (A) What is the relationship between music and history? (A) How can music reflect a specific season? (ET) How is form reflected in historical and cultural music? (ET) How is expression reflected in historical and cultural music? classroom instruments storybooks history culture seasons holidays styles genre form expression mood

6 Course Name: Unit: Pitch Key Learning(s): Unit Essential Questions: Grade 4 Number of Days: 45 melody, melodic notation, What is melody? How does my singing voice or playing imitate the direction of a melody? Why is it necessary to notate music? Competency: Concepts Essential Questions Standard Lesson # Resources/Materials Tier 2 Vocabulary Tier 3 Vocabulary Music Education: 1 (Singing, alone and with performance of singing, playing of and movement; evaluation of written notation Eligible Content & Skills Singing independently on pitch. Sing melodic patterns using so-mi-la-do-re-la (low la), so (low so), do (high do). Identify and demonstrate the melodic shape or contour of a musical phrase. Pennsylvania standards: Perform easy melodic patterns accurately on classroom pitched Music Education: 2 instruments. (Performing on Echo short melodic patterns. instruments, alone and with Play simple melodies on the. A = Acquisition ET = Extended Thinking (A) How can I match pitch with my singing voice? (A) How does my singing voice imitate the direction of a melody? (A) How does my performance on a pitched classroom instrument reflect my knowledge of musical pitch? (A) How do I respond to a conductor? (A) How does my performance on a reflect my knowledge of musical pitch? Spotlight on Music grade 4 text and materials. classroom instruments storybooks patterns notation notes create high low sounds shape line echo art staff improvise contour compose criteria evaluate perform pitch singing voice instruments so mi la do re low la low so high do melody tune melodic shape musical alphabet treble clef/g clef

7 Music Education: 3 (Improvising melodies, variations and accompaniments.) Music Education: 4 (Composing and arranging music within specified guidelines.) Music Education: 5 (Reading and notating music.) Music Education: 6 (Listening to, analyzing and describing music.) Music Education: 7 (Evaluate music and music performances) Students improvise simple rhythmic and melodic accompaniments. Create short melodies within specified guidelines. Create and arrange short songs for the. Perform simple melodic patterns using so-mi-la-do-relow la, low so, high do Identify the G clef and the letters used for the musical alphabet (A, B, C, D, E, F, G) on the treble clef staff. Perform a variety of dances, songs and musical games from various cultures. Using appropriate music terminology, devise criteria for evaluating performances and compositions. (A) What is improvisation? (ET) How do I improvise simple melodies? (A) How do I compose a melody? (A) How do I compose a melody for the? (ET) What does a wellwritten composition look and sound like? (A) Why is it necessary to read the notes on the staff? (A) How does movement reflect melody? (A) What words can I use to describe the melody? (ET) What is my criteria for evaluating a musical performance?

8 9.2 Music Education: 8 (Understanding relationships between music, the other arts and disciplines outside the arts.) Identify similarities and differences in the meanings of common terms used in the various arts. Identify ways in which the principles and subject matter of other disciplines taught in the school are interrelated with those of music. (A) How can I artistically show melodic shape?

9 Course Name: Unit: Rhythm Key Learning(s): Unit Essential Questions: Competency: Concepts Essential Questions Standard Lesson # Resources/Materials Tier 2 Vocabulary Tier 3 Vocabulary Music Education: 1 (Singing, alone and with Grade 4 Number of Days: 45 beat, duration, notation What is the difference between beat and rhythm? How is music written? How does my performance on a reflect my musical knowledge of rhythm? performance, writing assignment/dictation Eligible Content & Skills Singing while maintaining a steady beat and with accurate rhythm. Perform simple accompaniments on pitched and unpitched instruments while maintaining a steady Pennsylvania standards: beat. Perform easy rhythmic patterns accurately and Music Education: 2 independently on (Performing on and classroom instruments. instruments, alone and with Echo short rhythmic patterns. Perform independent instrumental parts while other students sing or play contrasting parts. Perform simple ostinati accompaniments. A = Acquisition ET = Extended Thinking (A) How can I sing with rhythm accuracy? (A) How does my performance on the or classroom instrument reflect my knowledge of rhythm? Spotlight on Music grade 4 text and materials. classroom instruments storybooks music patterns notation create long short sounds silences improvise measure dictation steady beat rhythm singing voice instruments eighth notes quarter notes quarter rest half rest half note sixteenth notes whole notes whole rests tied notes meter bar line double bar line repeat sign musical phrase fermata first and second endings time signature syncopation

10 Music Education: 3 (Improvise melodies, variations and accompaniments.) Music Education: 4 (Composing and arranging music within specified guidelines.) Music Education: 5 (Reading and notating music.) Pennsylvania Standard: Music Education: 6 (Listening to, analyzing and describing music.) Improvise simple rhythmic accompaniments. Students improvise short songs and instrumental pieces, using a variety of sound sources in their improvisations, including traditional sounds, nontraditional sounds available in the classroom and body percussion. Students create short rhythm patterns within specified guidelines. Read, notate and perform short rhythm patterns. Read and notate short rhythm patterns in various meters. Read and perform melodies and rhythms using syncopation, tied notes, quarter, eighth, sixteenth, half, dotted half and whole notes along with their equivalent rests. Perform a variety of dances, songs, and musical games from various cultures. Recognize long and short sounds and silences. (A) How does my improvisation on a classroom instrument or body percussion reflect my musical knowledge? (A) What does a wellwritten composition look and sound like? (A) How is music written? (A) How does rhythm reflect the meter? (A) How do I audibly interpret musical symbols? (A) What is the difference between steady beat and rhythm? (A) How does movement reflect rhythm?

11 Course Name: Unit: Texture Key Learning(s): Unit Essential Questions: Competency: Concepts Essential Questions Standard Lesson # Resources/Materials Tier 2 Vocabulary Tier 3 Vocabulary Music Education: 1 (Singing, alone and with Grade 4 Number of Days: 45 instrumental and vocal layered sounds How will singing in parts and reading harmony affect my ability to sing? How will playing on the in parts and creating harmony affect my ability to play? What musical vocabulary can be used to describe a composition? identify and perform vocal and instrumental layered sounds Eligible Content & Skills Perform in groups, blending voices and responding to the cues of a conductor. Sing a variety of rounds, canons, partner songs and ostinatos. Perform a simple two part musical ensemble. Perform in groups, blending instrumental tone color and responding to the cues of a Pennsylvania standards: conductor. Perform independent instrumental parts while other Music Education: 2 students sing or play (Performing on contrasting parts. instruments, alone and with Perform simple ostinati accompaniments. Perform independent instrumental parts on the while other students sing or play contrasting parts. A = Acquisition ET = Extended Thinking (A) How does my singing voice sound when I blend with others? (ET) How will singing in parts and creating harmony affect my ability to sing? (A) How will playing in parts affect my ability to perform? (ET) How does playing in parts affect the texture of a song? Spotlight on Music grade 4 text and materials. classroom instruments storybooks combined layer thick thin blend independent contrast accompaniment solo round canons visual art ostinato melody rhythm harmony partner songs two part

12 Music Education: 6 (Listening to, analyzing and describing music.) 9.2 Music Education: 8 (Understand relationships between music, the other arts, and disciplines outside the arts.) Identify the blending of sound in music. Identify similarities and differences in the meanings of common terms used in the various arts. Identify ways in which the principles and subject matter of other disciplines taught in the school are interrelated with those of music. (A) What words can I use to describe how the sound of voices and instruments blend? (ET) How can the texture in the visual arts and music be related?

13 Course Name: Unit: Tone Color Key Learning(s): Unit Essential Questions: Competency: Concepts Essential Questions Standard Lesson # Resources/Materials Tier 2 Vocabulary Tier 3 Vocabulary Music Education: 1 (Singing, alone and with Pennsylvania standards: Music Education: 2 (Performing on instruments, alone and with Music Education: 4 (Compose and arrange music within specified guidelines) Grade 4 Number of Days: 45 vocal and instrumental identification What is the tone quality of my voice when I am singing? What is the difference between the sounds of instruments? What is the tone quality of the when I am playing? performance of singing and playing the ; teacher evaluation of students' instrument identification Eligible Content & Skills Sing in groups, blending vocal tone color and responding to the cues of a conductor. Perform in groups, blending instrumental tone color and responding to the cues of a conductor. Perform on the with appropriate tone quality. Use a variety of sound sources when composing. A = Acquisition ET = Extended Thinking (A) What is the quality of my voice when I am singing? (A) What is the tone color of the instrument I am playing? (A) How do I produce proper tone quality on my? (ET) What is the tone color of the sources I have chosen for my composition? Spotlight on Music grade 4 text and materials. classroom instruments storybooks voices instruments pitch color size high low contrast families cultural historical folk quality criteria evaluate tone color timbre woodwinds brass strings percussion soprano alto tenor bass

14 Music Education: 6 (Listening to, analyzing and describing music.) Music Education: 7 (Evaluate music and music performances) Identify by sight and sound specific instruments from each instrument family. Identify the differences in singing voices. Devise criteria for evaluating the tone quality of voices and instruments. (A) How does the size of an instrument affect its sound? (A) How are instruments categorized? (A) How do I identify the differences in singing voices? (ET) What makes a significant and meaningful performance? (ET) How do I evaluate the tone quality of myself and others while playing the? 9.2 Music Education: 8 (Understand relationships between music, the other arts, and disciplines outside the arts.) 9.2 Music Education: 9 (Understand music in relation to history and culture) Identify similarities and differences in the meanings of common terms used in the various arts. Identify ways in which the principles and subject matter of other disciplines taught in the school are interrelated with those of music. Identify instruments from various cultures and time periods. Describe the history of the. (ET) How does color relate to music? (ET) How do we describe the tone color of various cultural instruments? (ET) How do we describe the tone color of various historical instruments?

WASD PA Core Music Curriculum

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