Title Music Grade 4 Type Individual Document Map Authors Sarah Hunter, Ellen Ng, Diana Stierli Subject Visual and Performing Arts Course Music Grade 4 Grade(s) 04 Location Nixon, Jefferson, Kennedy, Franklin Curriculum Writing History Notes Attachments Page: 1 of 13
September/Week 1 - June/Week 40 September October November December January February March April May June 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 Melody/Harmony September/Week 1 - June/Week 40 Rhythm October/Week 6 - May/Week 35 Timbre October/Week 8 - June/Week 40 Expression November/Week 9 - June/Week 37 Form Page: 2 of 13
Duration: September/Week 1 - June/Week 40 UNIT NAME: Melody/Harmony Enduring Understandings Essential Questions Knowledge Skills Standards Music notation faciliates the recreation and dissemination of music. Music notation facilitates music analysis. People notate music to preserve, communicate and express ideas. Music notation organizes sound. Melody is a combination of high and low sounds How does notation help us read and notate music? Why do musicians notate music? Why is music notation important? How can you identify a melody? How do you create a recognizable melody? What is the difference between melody and harmony? Identify and notate melodic contour. Determine and identify intervallic relationship between pitches 6-5-3-2-1 (la-sol-mi-re-do). Melody can occur with or without accompaniment in music from all time periods and cultures. Identify Do and La as tonal centers. Identify steps and skips in standard notation. Accurately sing pitches 6-5-3-2-1 (la-sol-mi-re-do) from iconic and traditional notation. Kinesthetically and visually represent melodic contour. Improvise Do-based and Labased pentatonic melodies for voice and Orff instruments. Echo pentatonic melodic patterns using Curwen/ Glover hand signs or placement on "body scale." Distinguish between melody with or without accompaniment in a diverse variety of music. Perform melodic ostinati. Create harmony to accompany a melody on Orff instruments. Perform 3 and 4 part speech and melodic canons and rounds, and partner songs. 1.1.5.2-The elements of music are building blocks denoting meter, rhythmic concepts, progressions, all of which contribute to musical literacy. 1.1.5.B.2-Demonstrate the basic concepts of meter, rhythm, progressions, and differentiate basic structures. (03-05) 1.1.5.B.1-Identify the elements of music in response to aural prompts and printed music notational systems. (03-05) 1.3.5.B.1-Sing or play music from complex notation, using notation systems in treble and bass clef, mixed meter, and compound meter. (03-05) 1.3.5.B.2-Sing melodic and harmonizing parts, independently and in groups, adjusting to the range and timbre of the developing voice. 1.3.5.B.3-Improvise and score simple melodies over given harmonic structures using traditional instruments and/or computer programs. (03-05) Page: 3 of 13
Plans: U 4th Grade- Melody 1.3.5.4-Decoding musical scores requires understanding of notation systems, the elements of music, and basic compositional concepts. (03-05) Page: 4 of 13
Duration: September/Week 1 - June/Week 40 UNIT NAME: Rhythm Enduring Understandings Essential Questions Knowledge Skills Standards Music notation faciliatates the recreation and dissemination of music. Music notation facilitates music analysis. People notate music to preserve, communicate and express. Music notation organizes sound. Plans: U 4th Grade- Rhythm How does rhythmic notation help us to read and create music? Why do musicians notate music? Why is music notation important? How does one form a rhythm? Identify notation using quarter note, eighth notes, quarter rest, half note, sixteenth notes, and whole notes. Identify duple and triple meter (2 4, 3 4, and 4 4). Perform and improvise rhythm patterns using quarter note, eighth note, quarter rest, half note, sixteenth notes, and whole notes. Perform songs in duple and triple meter from various time periods and cultures. Imitate complex rhythm patterns. Maintain a 3-4 level ostinato using body percussion or non-pitched percussion instruments. 1.1.5.1-Reading basic music notation contributes to musical fluency and literacy. Musical intelligence is related to ear training and listening skill, and temporal spatial reasoning ability is connected to listening skill. 1.1.5.B.1-Identify the elements of music in response to aural prompts and printed music notational systems. (03-05) 1.1.5.2-The elements of music are building blocks denoting meter, rhythmic concepts, progressions, all of which contribute to musical literacy. 1.1.5.B.2-Demonstrate the basic concepts of meter, rhythm, progressions, and differentiate basic structures. (03-05) 1.3.5.B.1-Sing or play music from complex notation, using notation systems in treble and bass clef, mixed meter, and compound meter. (03-05) Page: 5 of 13
Duration: October/Week 6 - May/Week 35 UNIT NAME: Timbre Enduring Understandings Essential Questions Knowledge Skills Standards Timbre, or tone color, is the unique quality that makes one instrument or voice sound different from any other. Instruments with similiar timbre can be grouped into "families." Some timbres are more suitable for certain styles of music. Some timbres have pitch, while others do not. What is timbre? What is the criteria for grouping instruments into four "families?" Why are some timbres more suitable for certain styles of music? How does one describe timbre? Identify and distinguish between timbre of pitched and non-pitched percussion instruments. The four instrument families are brass, woodwinds, percussion, strings. Identify and distinguish between members of the brass, string, and woodwind families (trumpet, horn, trombone, tuba; violin, viola, cello, bass, guitar, harp; flute, clarinet, oboe, saxophone, and bassoon). Aurally and visually identify the four instrument families (brass, woodwinds, percussion, strings). Aurally and visually identify the trumpet, horn, trombone, tuba, violin, viola, cello, bass, guitar, harp, autoharp, flute, clarinet, oboe, saxophone, and bassoon. Sing with appropriate vocal technique (breathing and posture). 1.1.5.B.1-Identify the elements of music in response to aural prompts and printed music notational systems. (03-05) 1.1.5.2-The elements of music are building blocks denoting meter, rhythmic concepts, progressions, all of which contribute to musical literacy. 1.3.5.B.2-Sing melodic and harmonizing parts, independently and in groups, adjusting to the range and timbre of the developing voice. 1.3.5.B.4-Decode how the elements of music are used to achieve unity and variety, tension and release, and balance in musical compositions. (03-05) 1.4.5.A.2-Make informed aesthetic responses to artworks based on structural arrangement and personal, cultural, and historical points of view. 1.4.5.3-While there is shared vocabulary among the four arts disciplines of dance, music, theatre, and visual art, each also has its own disciplinespecific arts terminology. (03-05) Page: 6 of 13
Plans: U 4th Grade- Timbre Page: 7 of 13
Duration: October/Week 8 - June/Week 40 UNIT NAME: Expression Enduring Understandings Essential Questions Knowledge Skills Standards Characteristics of expression are an integral part of each piece of music. Expression dictates how the music should be performed. Characteristics of expression affect the listeners of the same piece in different ways. What is tempo? What are dynamics? What elements of music contribute to the mood of a piece of music? How do other expressive elements (fermata, staccato, etc.) affect the performance of a piece of music? Distinguish between fast and slow tempi. Distinguish between loud and soft dynamics. Mood is conveyed through characteristics of expression, such as dynamics and tempo. Identify tempo changes using appropriate vocabulary (largo, andante, allegro). Identify dynamics using appropriate vocabulary and symbols (P, F, mf, mp, pp, ff, cresc., descres.). Identify expressive symbols, such as fermata, staccato, legato and accent. Create appropriate kinesthetic reponses to tempo changes. Create appropriate kinesthetic responses to dynamic changes, both sudden and gradual. Perform pieces of music employing a variety of dynamic levels and tempi from a variety of time periods and cultures. Perform a variety of repertoire employing expressive elements, such as fermata, staccato, legato and accent. 1.1.5.B.1-Identify the elements of music in response to aural prompts and printed music notational systems. (03-05) 1.1.5.2-The elements of music are building blocks denoting meter, rhythmic concepts, progressions, all of which contribute to musical literacy. 1.1.5.B.2-Demonstrate the basic concepts of meter, rhythm, progressions, and differentiate basic structures. (03-05) 1.2.5.2-Characteristic approaches to content, form, style, and design define art genres. (03-05)[State:New Jersey] 1.3.5-Performance: All students will synthesize those skills, media, methods, and technologies appropriate to creating, performing, and/or presenting works of art in dance, music, theatre, and visual art. (03-05)[State:New Jersey] 1.3.5.1-Complex scores may include compound meters and the grand staff. (03-05) Page: 8 of 13
1.3.5.B.1-Sing or play music from complex notation, using notation systems in treble and bass clef, mixed meter, and compound meter. (03-05) 1.3.5.B.2-Sing melodic and harmonizing parts, independently and in groups, adjusting to the range and timbre of the developing voice. 1.3.5.4-Decoding musical scores requires understanding of notation systems, the elements of music, and basic compositional concepts. (03-05) 1.4.5.A.1-Employ basic, discipline-specific arts terminology to categorize works of dance, music, theatre, and visual art according to established classifications. 1.4.5.A.2-Make informed aesthetic responses to artworks based on structural arrangement and personal, cultural, and historical points of view. 1.4.5.A.3-Demonstrate how art communicates ideas about personal and social values and is inspired by an individual s imagination and frame of reference (e.g., personal, social, political, historical context). 1.4.5.3-While there is shared vocabulary among the four arts disciplines of dance, music, Page: 9 of 13
Plans: U 4th Grade- Expression theatre, and visual art, each also has its own disciplinespecific arts terminology. (03-05) Page: 10 of 13
Duration: November/Week 9 - June/Week 37 UNIT NAME: Form Enduring Understandings Essential Questions Knowledge Skills Standards Form provides framework for composition. Composers from different eras of musical history and various cultures chose to write their compositions in different forms. How does form organize sections of music within a single composition? What are the composer's reasons for choosing a particular form for their piece? Identify ABA, call and response, rondo, verserefrain, and theme and variation forms. Identify repeat signs. Sing and play songs in ABA, call and response, rondo, verse-refrain, theme and variations forms. Compose and perform songs in verse-refrain, call and response, ABA, rondo, and theme and variations forms. Physically represent the form of historically and culturally diverse pieces of music. Improvise movement to show the form of a piece. Draw symbols to identify form. Observe repeat signs within a variety of repertoire. 1.1.5.B.1-Identify the elements of music in response to aural prompts and printed music notational systems. (03-05) 1.1.5.2-The elements of music are building blocks denoting meter, rhythmic concepts, progressions, all of which contribute to musical literacy. 1.1.5.B.2-Demonstrate the basic concepts of meter, rhythm, progressions, and differentiate basic structures. (03-05) 1.1.5.1-Reading basic music notation contributes to musical fluency and literacy. Musical intelligence is related to ear training and listening skill, and temporal spatial reasoning ability is connected to listening skill. 1.2.5.2-Characteristic approaches to content, form, style, and design define art genres. (03-05)[State:New Jersey] 1.2.5.A.2-Relate common artistic elements that define distinctive art genres in dance, music, theatre, and visual art. Page: 11 of 13
1.3.5.B.1-Sing or play music from complex notation, using notation systems in treble and bass clef, mixed meter, and compound meter. (03-05) 1.3.5.3-Music composition is governed by prescribed rules and forms that apply to both improvised and scored music. 1.3.5.B.3-Improvise and score simple melodies over given harmonic structures using traditional instruments and/or computer programs. (03-05) 1.3.5.4-Decoding musical scores requires understanding of notation systems, the elements of music, and basic compositional concepts. (03-05) 1.3.5.B.4-Decode how the elements of music are used to achieve unity and variety, tension and release, and balance in musical compositions. (03-05) 1.4.5.1-Works of art may be organized according to their functions and artistic purposes (e.g., genres, mediums, messages, themes). (03-05) 1.4.5.A.1-Employ basic, discipline-specific arts terminology to categorize works of dance, music, theatre, and visual art according to established classifications. Page: 12 of 13
Plans: U 4th Grade- Form 1.4.5.2-Formalism in dance, music, theatre, and visual art varies according to personal, cultural, and historical contexts. 1.4.5.A.2-Make informed aesthetic responses to artworks based on structural arrangement and personal, cultural, and historical points of view. Page: 13 of 13