Fourth Grade Music. Curriculum Guide Iredell-Statesville Schools

Transcription

1 Fourth Grade Music Curriculum Guide Iredell-Statesville Schools

2 Musical Literacy Essential Standard: 4.ML.1 Apply the elements of music and musical techniques in order to sing and play music with accuracy and expression. Q1 Q2 Q3 Q4 Clarifying Objectives: ML 1.1 Apply expressive qualities when singing or playing a varied repertoire of music representing genres and styles from diverse cultures. ML 1.2 Execute the performance of vocal ostinatos, partner songs, counter-melodies, and rounds in two or more parts. ML 1.3 Use voice and/or instruments to execute melodic movement through pentatonic melodies on the treble staff. Interpreting/Knowledge Target Creating/Reasoning Target Responding/Performing Target Connecting/Product Target Define ostinato, partner songs and rounds. identify harmony identify high/low/same pitches identify melodic direction name note/rest values recognize pitches on treble clef staff recognize time signature/meter Determine and classify type of part singing skills needed self evaluation of performance Perform ostinatos, partner songs and rounds with pitch and rhythmic accuracy Key Academic Vocabulary (Elements) Pitch/Melody, Rhythm, Harmony, Dynamics, Tempo, Timbre/Tone Color, Texture, Form, Ensemble, Expression, Notation, meter, Composition, Duple, Triple, Common time, Arrangement, mood/emotion, Theme, pattern, Culture, Inference, Analyze, Summarize Synthesize, Conclusion, Interpret, Assess, Evaluate, Integrate, Delineate, Comprehend Timbre, Blend, Conductor, Unison, Harmony, Round/Canon, Partner Song, Ostinato, countermelody, Pitch, Staff, Treble clef, melodic notation,, Improvisation, Body percussion Chord, Rhythmic, Melodic, Harmonic 2

3 Learning Targets: I Can 4.ML.1.1 I can sing or play with expression and by applying elemental changes (tempo, dynamics, etc.) 4.ML.1.1 I can sing and play music independently. 4.ML.1.1 I can sing or play my part while others sing or play another part. 4.ML.1.1 I can produce accurate pitch with expanded ranges. 4.ML.1.2 I can create harmony with my voice or on instruments. 4.ML.1.3 I can use instruments to perform rhythmic, melodic, and chordal patterns accurately and independently on classroom rhythmic, melodic, and harmonic instruments. Instructional Learning Resources and Activities 1.1 See the children play n TE p.107 MM Variety of instruments Gonna ride Up in the Chariot TE p Diverse Cultures 1.2 Canoe Song TE p.76 MM Recorders and pitched percussion 1.3 Kansas corridor TE p.274 MM Instruments Tie me Kangaroo down sport TE p. 37 MM Non-pitched Instruments Sonando TE p.34 MM Non-pitched percussion Iredell Statesville Schools Fourth Grade Music Integration with Other Curriculum Areas 1.1 CCR Anchor Standards for Reading: 1, 2, 3 Attend to precision 21CS: Critical Thinking and Problem Solving; Creativity 1.2 Attend to precision 21CS: Critical Thinking and Problem Solving; Collaboration Creativity 1.3 Use tools strategically Criteria For Success: I Will Assessment 1.1 Evaluation/assessment is an integral part of instruction. A combination of teacher, peer, and self -assessment should be employed. The method of assessment used will depend on the purpose of the assessment. Appropriate assessment must be authentic and linked to learning targets that are identified in the North Carolina Essential Standards. The assessment process in as ongoing part of the teaching and learning cycle, and should be used to diagnose, monitor, and summarize student learning. Observation Questioning Discussion Rubrics Checklists 3

4 Written Products Performance task Portfolio Assessment 1.2 Written Products as well as audio and/or Video Portfolio Self-Assessment Formative Assessment Benchmark Summative Assessment (See Assessment file on the wiki 4

5 Essential Standard: 4.ML.2 Interpret the sound and symbol systems of music. Q1 Q2 Q3 Q4 Clarifying Objectives: Iredell Statesville Schools Fourth Grade Music Musical Literacy ML 2.1 Interpret rhythm patterns, including whole, half, dotted half, quarter, and eighth notes and rests in 2/4, 3/4, and 4/4 meter signatures. ML 2.2 Interpret through voice and/or instruments simple pitch notation in the treble clef in major keys. ML 2.3 Interpret standard symbols and traditional terms for dynamics, tempo, and articulation while performing music. ML 2.4 Use standard symbols to notate rhythm, meter, and dynamics in simple patterns. Interpreting/Knowledge Target Creating/Reasoning Target Responding/Performing Target Connecting/Product Target name note/rest values Sing with rhythmic accuracy recognize time Model correct playing signature/meter Read music note/rest identify whole, half, dotted half, quarter, and eighth, durations correctly in 2/4, 3/4 and 4/4 meters notes/rests describe 2/4, 3/4, and 4/4 meters 2.2 identify high/low/same pitches identify melodic direction recognize pitches on treble clef staff 2.3 identify and describe pp,p,mp,mf,f,and ff dynamic markings identify and describe adagio, moderato, presto self evaluation of performance Determine necessary skills needed to play correct rhythm Evaluate and analyze note/rest durations distinguish between meter markings/time signatures determine necessary skills to match note durations to musical symbols 2.2 Evaluate and analyze melodic direction self evaluation of performance Determine necessary skills needed to match pitch 2.2 Sing on pitch with accuracy model correct singing read pitch notations in treble clef Perform simple songs on pitched percussion Write simple songs using the treble clef 5

6 label rit, cresendo and decresendo Key Academic Vocabulary Rest durations, common time, meter, Pitch ladder, Major Scale Learning Targets: I Can 4.ML.2.1 I can Interpret (show, explain, read, perform) rhythm patterns, including whole, half, dotted half, quarter, dotted quarter, eighth, and sixteenth notes and rests in 2/4, 3/4, 4/4, and 6/8 meter signatures. 4.ML.2.2 I can interpret through voice and/or instruments simple pitch notation in the treble clef in major keys. 4.ML.2.2 I can recognize pitches on the treble and bass staves, including ledger lines, in order to understand the continuum of standard pitch notation. 4.ML.2.3 I can apply understanding of standard symbols and traditional terms for dynamics, tempo, and articulation while performing music. 4.ML.2.4 I can use standard symbols to notate rhythm, meter, pitch, and dynamics. Instructional Learning Resources and Activities 2.2 Weevily Wheat TE p. 105 MM Instruments Iredell Statesville Schools Fourth Grade Music Integration with Other Curriculum Areas 2.1 CCR Anchor Standards for Reading: 1 21CS: Critical Thinking and Problem Solving Criteria For Success: I Will Assessment 2.2 CCR Anchor Standards for Reading: 1 6

7 21CS: Critical Thinking and Problem Solving 2.3 CCR Anchor Standards for Reading: 1 Look for and make 21CS: Critical Thinking and Problem Solving CS: Critical Thinking and Problem Solving 7

8 Musical Literacy Essential Standard: 4.ML.3 Create music using a variety of sound and notational sources. Q1 Q2 Q3 Q4 Clarifying Objectives: ML 3.1 Use improvisation to create stylistically appropriate answers to given rhythmic and melodic phrases. ML 3.2 Create compositions and arrangements using a variety of traditional and non-traditional sound sources. ML 3.3 Create rhythmic compositions which include the use of whole, dotted half, half and quarter notes; whole, half and quarter rests; and beamed eighth notes in duple and triple time and which are arranged using a variety of sound sources. Interpreting/Knowledge Target Creating/Reasoning Target Responding/Performing Target Connecting/Product Target Key Academic Vocabulary Learning Targets: I Can 4.ML.3.1 I can use improvisation to create short songs and instrumental pieces, using a variety of sound sources, including traditional and non-traditional sounds, body sounds, and sounds produced by electronic means. 4.ML.3.2 I can create compositions and arrangements within specified guidelines. 4.ML.3.3 I can create rhythmic compositions using notation for whole, dotted half, half, and quarter notes; whole, half and quarter rests; and beamed eighth notes in duple, triple, and common time and which are arranged using a variety of sound sources. Instructional Learning Resources and Activities 3.1 Sourwood Mountain TE p MM Improvise melodic ostinato accom. Integration with Other Curriculum Areas CS: Criteria For Success: I Will Assessment 8

9 Critical Thinking and Problem Solving Creativity Innovation 3.2 CCR Anchor Standards for Writing: 3, 4, 5, 6 CCR Anchor Standards for Reading: 1, 2, 3 21CS: Critical Thinking and Problem Solving Creativity Innovation CS: Critical Thinking and Problem Solving Creativity Innovation 9

10 Musical Response Essential Standard: 4.MR.1 Understand the interacting elements to respond to music and music performances. Q1 Q2 Q3 Q4 Clarifying Objectives: MR.1.1 Illustrate perceptual skills by moving to, answering questions about, and describing aural examples of music of various styles and cultures. MR 1.2 Explain personal preferences for specific musical works and styles, using appropriate music terminology. MR 1.3 Design a set of criteria for evaluating music performances and compositions. MR 1.4 Classify instruments into Western orchestral categories of wind, string, percussion, and brass. Interpreting/Knowledge Target Creating/Reasoning Target Responding/Performing Target Connecting/Product Target identify 4 musical families of the Why does a particular Compare & Contrast orchestra Define: instrument belong to a family? orchestra/band using the categories of attire, places of string family: Compare and contrast the performance, atmosphere, violin, viola, cello, string bass, families of instruments actions of performers, music, sitar, ukulele, autoharp Essential and non-essential instrumentation woodwind family: characteristic Identification single reed-clarinet, Identify visually and aurally saxophone, double reedoboe, What instrument am I bassoon, no reed-flute, Design an instrument piccolo, recorder Instrument bingo brass family: trumpet, French horn, trombone, tuba percussion Key Academic Vocabulary string family: violin, viola, cello, string bass, sitar, ukulele, autoharp woodwind family: single reed-clarinet, saxophone, double reed-oboe, bassoon, no reed-flute, piccolo, recorder brass family: trumpet, French horn, trombone, tuba percussion family pitched/unpitched 10

11 Learning Targets: I Can 4.MR.1.1 I can show through instruments and/or voice understanding of conductor gestures, including meter, tempo, dynamics, entrances, cut-offs, and phrasing, when singing and playing music. 4.MR.1.1 I can use and know the correct techniques to use when singing or playing instruments. 4.MR.1.2 I can explain music using correct terminology of notation, instruments, voices. 4.MR.1.2 I can design a set of criteria for evaluating music performances and compositions performance. 4.MR.1.3 I can show appropriate behaviors as a participant and observer of music in relation to the context and style of music performed. 4.MR.1.4 I can classify classroom, Western orchestral, and world instruments into categories based on how their sounds are produced. 4.MR.1.4 I can identify the sounds of a variety of instruments and voices. Instructional Learning Resources and Activities Integration with Other Curriculum Areas CS: Collaboration; Communication Criteria For Success: I Will Assessment 1.2 CCR Anchor Standards for Writing: 2, 4 21CS: Communication 11

12 1.3 Reason Abstractly and quantitatively Construct viable arguments and critique the reasoning of others. 21CS: Critical Thinking and Problem Solving 1.4 Reason Abstractly and quantitatively 21CS: Critical Thinking and Problem Solving Contextual Relevancy Essential Standard: 4.CR.1 Understand global, inter-disciplinary, and 21 st century connections with music. Q1 Q2 Q3 Q4 Clarifying Objectives: CR 1.1 Understand how music has affected, and is reflected in, the culture, traditions, and history of North Carolina. CR 1.2 Understand the relationships between music and concepts from other areas. Interpreting/Knowledge Target Creating/Reasoning Target Responding/Performing Target Connecting/Product Target Key Academic Vocabulary Learning Targets: I Can 4.CR.1.1 I can understand how music has affected, and is reflected in, the culture, traditions, and history of North Carolina. 4.CR.1.2 I can understand the relationships between music and concepts from other areas. Criteria For Success: I Will 12

13 Instructional Learning Resources and Activities Integration with Other Curriculum Areas 1.1 Reason Abstractly and quantitatively 21CS: Social and Cross-Cultural Skills 1.2 Reason Abstractly and quantitatively 21CS: Collaboration; Communication Assessment The ISS Curriculum Guide is adapted from NC DPI 13