Elizabethtown Area School District

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Cynthia Hensley
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1 Grade 4 Music Name of Number: Length of : School Year Grade Level: 4 Total Clock Hours: 27 Length of Period: 45 minutes Date Written: January 16, 2006 Periods per Week/Cycle: 1 Per Week Written By: Melissa Miller Nichole Best Credits (if app.): Phyllis Emery Jill Placeway Description: This is a general music class in which students will identify meter and form, perform 3-part rounds and partner songs, use diatonic melodies, and recognize melodic contour. Kinesthetic and locomotor movements will be used.

2 1. Overall /Grade Level s Students will KNOW and be able TO DO the following as a result of taking this course. A. Sing simple diatonic melodies and simple ostinatos alone and with others. B. Play songs in a one octave range on an instrument alone and with others. C. Compose and arrange diatonic melodies and simple ostinatos. D. Read and notate melodies in 2, 3, and 4 meter. Define basic Italian musical terms. Identify music of several cultures by distinguishing their different styles and orchestration. Analyze and describe musical scores. Identify instruments of the orchestra and their families.

3 II. Content Major Areas of Study List all units of study below: Unit Estimated Time Materials 1. Melody 6 weeks-melodic contour Generally integrated 36/36 Recording, CD Player, Melody Flashcards, Classroom Instruments, Rhythm 2. Rhythm 6 weeks-meter Generally integrated 36/36 3. Form / Style 6 weeks-form Generally integrated 18/36 4. Expressive Qualities 3 weeks-symbols and terms Generally Integrated 18/36 5. Harmony 7 weeks-harmony Generally Integrated 12/36 6. Recorder and Orff Playing Generally Integrated 28/36 7. Instrument Families 6 weeks Generally Integrated 12/36 8. Flashcards Pictures of Artwork TV/ VCR Recorders, The Complete Recorder Resource Kit, The Complete Recorder Kit 2 Music K-8 magazines 9.

4 Name of : Fourth Grade General Music Name of Unit: Melody Essential Question for the Unit: How do we use singing in our lives? How are melodies created? Why is melody important? A. How do we read, perform and create melodies (sol la do re mi fa sol la do)? A,B,C,G PA 9.1.5a,b,c,g,h,j,k 9.3.3a,b,f s 1,2,3,4,5,7 B. What is melodic contour? What are steps, leaps, and repeats in music? A,B,C,G 9.1.5a,b,c,e,h,j,k 9.3.5a,b,c,f 1,2,3,4,5,6 C. How do we match pitch and blend our voices with other singers? What is proper singing posture? A,G 9.1.5a,b,c,d,f,g,h,I, j, k 9.3.5a,b 1,7 D.

5 Name of : Fourth Grade General Music Name of Unit: Rhythm Essential Question for the Unit: How do we feel a steady beat? Why are strong and weak beats important? Why is rhythm important? A. How do we read, perform, and create rhythms (Dalcroze syllables, new notes dotted quarter eighth -du-u de, eighth rest, sixteenth notes -du ta de ta.) and proper note names? A,B,C,D,G PA 9.1.5a,b,c,e,g,h,j,k 9.3.5a,b,e,f 1,2,3,4,5,6,7 B. What is meter? How are meters in 2, 3, and 4 different? C. How do we show meter through movement? A,B,C,D,G 9.1.5a, b, c, d, e, g,h,j,k 9.3.5a,b,c,d,e,f D 9.2.5a, b, c, d, e,f,g,h,i 1,2,3,4,5,6,7 8 D. I.

6 Name of : Fourth Grade General Music Name of Unit: Form/Style Essential Question for the Unit: Why is form/style important? A. How do we identify and demonstrate gradual and sudden changes in music? A,B,C,G PA 9.1.5a,b,c,e,g,h,j,k 9.3.5a,b,d,e,f 9.4.5a,d 1,2,3,4,5,6 B. What is Rondo form? A,B,C,G 9.1.5a,b,c,d,g,h,j,k 9.3.5a,b,c,d,e,f 1,2,3,4,5,6 C. How can we use movement to show form? How can we use movement to show style? D. How is music from other cultures different from our own? How can we identify music of other cultures? D,F 9.2.5a,b,c,d,e,f,h,j,k,l 8,9 F 9.2.5a,c,d,e,f,g,I, k,l 9

7 Name of : Fourth Grade General Music Name of Unit: Expressive Qualities Essential Question for the Unit: How does music express thoughts and feelings? A. What are the Italian terms for musical qualities (tempo, dynamics, etc.)? A,B,C,E,G PA 9.1.5a,b,c 9.2.5a,b, 9.3.5a,b,d,e,f 9.4.5a,d 1,2,3,4,5,6,9 B. C. D. I. J.

8 Name of : Fourth Grade General Music Name of Unit: Harmony Essential Question for the Unit: How does harmony affect music? A. How is harmony created in music (3-part rounds, partner songs, and ostinatos)? A,B,C,G PA 9.1.5a,b,c,g,h,j,k 9.3.5a,b,c,d,e,f 9.4.5d 1,2,3,4,5,6 B. C. D. I. J.

9 Name of : Fourth Grade General Music Name of Unit: Recorder and Orff Playing Essential Question for the Unit: Why is performing on instruments important in music? A. How do we demonstrate proper hand position for the recorder and Orff instruments (playing notes BAGEDC6,D6)? PA B,D 9.1.5b,g,h,j,k 2,5 B. How do we produce an appropriate tone on the recorder, and blend with others? B 9.1.5a,b,c,g,h,j,k 9.3.5a,b 2,7 C. How do we show phrases when playing our recorder (two - measures per breath)? D. B 9.1.5a,b,c,g,h,j,k 2,5 I.

10 Name of : Fourth Grade General Music Name of Unit: Instruments Essential Question for the Unit: Why is timbre important? A. How do we group instruments of the orchestra? PA H 9.3.5a,c,d,e 6 B. How do we identify the instruments of the orchestra aurally and visually? H 9.3.5a,c,d,e 6 C. D. I.

11 III. Assessments Check types of assessments to be used in the teaching of the course. (Provide examples of each type.) _X_ Objective Tests/Quizzes Response Journal Constructed Responses Logs Essays Computer Simulations Reports Research Papers Projects Class Participation Portfolios Notetaking Presentations Daily Assignments _X_ Performance tasks Writing Samples Provide copies of common assessments that will be utilized for all students taking this course. Overall course/grade level standards will be measured by a common course assessment. Unit objectives will be measured on an ongoing basis as needed by the classroom teacher to assesslearning and plan for instruction. List common assessments below and recommended date/time frame for administration (at least quarterly). Name of Assessment When given? 1. Melodic Contour Silver Burdett Written Assessment 3 1 st marking period 2. Meter. What do You Hear? Silver Burdett pg. 31a CD 2 nd marking period 2-1 Assessment 1 pg. 31b 3. Form / Style Assessment 9 from 1995 Silver Burdett. Pg. 83a 2 nd marking period top section. Use new listening examples for B section, including rondo form (Vocal and instrumental) 4. Recorder Selection for High C. Students will choose 1 of these 3 rd marking period 3 to play individually. Hush Little Baby, Sanctus, or Bouffons. (Pages 13 and 14 in Complete Recorder Resource Kit) 5. Harmony. What Do You Hear? Harmony with 7 listening 3 rd marking period examples. (We will create) 6. Timbre. Instrument family test with listening examples, 4 th marking period instrument identification and instrument classification. 7. Expressive Qualities. Assessment 1:Unit 1 Pg. 42 Second half 4 th marking period only Assessment 4:Unit 4 What Do You Know Pg. 164 Top half only (Combine 2 Assessments into one) 8. Recorder Selection for High D. Students will play Ode to Joy 4 th marking period individually. (Page 16 in Complete Recorder Resource Kit.

12 IV. Expected levels of achievement Current grading scale: Current EASD Grading Scale Above Level On Level Below Level PA Proficiency levels Advanced Proficient Basic Below Basic Attach rubrics, checklists, or other documentation noting how levels of proficiency will be determined for common assessments. The following scoring documents have been developed for this course: There are four performance rubrics that can be used for grades 1-5. The four rubrics are for singing, rhythm/ meter, playing recorder, and conducting. The grading scale for each written assessment is handwritten either on the back or bottom left hand corner of every assessment for grades 1-5.

General Music Objectives by Grade

General Music Objectives by Grade Component Objective Grade K Students will be able to demonstrate the ability to move to a steady beat at varying tempi Students will be able to discover the singing voice. Recognize and perform high and