4 th Grade General Music Creating Essential Questions: 1. How do artists generate and select creative ideas? 2. How do artists make creative decisions? 3. How do artists improve the quality of their creative work? Essential steady beat, melody, rhythm patterns, loud/soft, fast/slow, performance, instruments, improvise, create, feedback, compose, source, expression, arrangement. Anchor Standard 1: Generate and select among multiple musical ideas relevant to a personal experience, interest, or specific purpose. 4.1: With guidance, generate ideas for an original improvisation, composition, and/or an arrangement, using free improvisation and varied sound sources, and select multiple ideas to develop that best relate to personal experience, interest, and specific purpose, and expressive potential. The creative ideas, concepts, and feelings that influence artists work emerge from a variety of sources brainstorm ideas for the improvisation and/or composition based on selected criteria ( i.e. instrument choices, body movement). steady beat melody rhythm patterns improvise compose source expression arrangement all music has melody, steady beat and rhythm. we all listen to music based on our personal experiences, interests, specific purpose, or expressive potential. we can create in all aspects of music. everyone can improvise, compose, and arrange music using their own creative ideas. as a whole class and/or small group(s) brainstorm ideas for the improvisation, composition, and/or arrangement based on selected criteria ( i.e. instrument choices, body movement). relate the piece to personal experience, interest, specific purpose and expressive potential.
Anchor Standard 2: Develop a plan for using/presenting selected musical ideas. 4.2: Develop, document, and explain an evolving plan for creating an original improvisation, composition, and/or arrangement, that uses a timeline and key steps to connect selected ideas and expressive intent. Artists creative choices are influenced by their experience, context and expressive intent. Students will be able to. as a whole class discuss, make, and record a plan to create an original improvisation and/or composition. write key steps within the plan (i.e. sequence of movements/instrument choice). build a timeline for completion of the improvisation and/or composition. support their choice of musical components by connecting the ideas and emotions of the music. steady beat melody rhythm patterns performance instruments create arrangement when preparing for a performance a plan with key steps must be developed and implemented within a designated time frame. everyone has certain justifications for why they choose selections and arrange them accordingly. as a whole class discuss, make, and record a plan to create an original improvisation, composition, and/or arrangement. write key steps within the plan (i.e. sequence of movements/instrument choice). build a timeline for completion of the improvisation, composition, and/or arrangement. support their choice of musical components by connecting the ideas and emotions of the music. explain how connecting the ideas and emotions of the music will result in well balanced plan.
Anchor Standard 3: Develop and modify musical ideas to create a work that meets appropriate criteria. 4.3: Create, evaluate, and refine their original improvisation, notated composition, and/or arrangement citing teacher/class/self- developed criteria and feedback, and revise the plan and the work, showing improvement over time. Artists evaluate and refine work through feedback, flexibility, and persistence. create original improvisations and/or compositions using teacher/student criteria. analyze the quality of the improvisations and/or compositions. gather feedback from the teacher and/or peers. identify specific areas to improve over time. steady beat melody rhythm patterns performance instruments feedback arrangement all music can be enhanced through experimentation and refinement. collaboration can help to improve performances. citing specific feedback and criteria can help revise the work. create original improvisations, compositions, and/or arrangements citing teacher/class/student criteria. analyze the quality of the improvisations, compositions, and/or arrangements. cite feedback from teacher and/or peers. revise specific areas to improve over time. Anchor Standard 4: Share creative work that realizes the creator s intent and demonstrates craftsmanship and originality. 4:4: Perform an original improvisation, notated composition, and/or arrangement, and explain how the elements of music are used to convey expressive intent and original ideas. Artists share their work through performance. perform the original improvisations and/or compositions. explain how the feeling of the music was conveyed to the audience. steady beat melody rhythm patterns performance instruments arrangement a musician uses musical skills and original ideas in order to enhance a performance. all musical performers must consider their audience when choosing selections. perform the original improvisations, compositions and/or arrangements. explain how the feeling of the music was conveyed to the audience based on expression and original ideas.
4th Grade General Music Responding Essential Questions: 1. How do individuals choose music to experience? 2. How does understanding the structure and context of the music influence our response? 3. How do we discern the creator s and/or performer s expressive intent? 4. How do we judge the quality of artistic work and performance(s)? Essential choice, fast/slow, loud/soft, long/short, smooth/bouncy, feeling, instrumental, vocal, analyze, cultures, interpretation, criteria, justify Anchor Standard 1: Support the choice of music for a specific purpose or situation. 4.1: Select music from varied familiar sources to experience, demonstrate, and explain connections to a specific purpose, personal interest and/or experiences. Individual selection of work is influenced by their interests, experiences, understandings and purposes. select music from familiar sources. explain how the selection is connected to the purpose (i.e., Veteran s Day). show how the selection is connected to the purpose (i.e., singing, moving). choice music is written to reflect emotions for different situations. people choose to experience or listen to music according to their preferences. personal experience may determine or change one s musical choices. select music from familiar sources. explain how the selection is connected to the purpose (i.e., Veteran s Day). show how the selection is connected to the purpose (i.e., singing, moving). relate personal interest and/or experiences to the selection.
Anchor Standard 2: Explain how your analysis of the structure and context of the work influence your response. 4.2: Analyze how the elements of music are developed by creator s/performer s to reflect personal, social and cultural contexts and influence responses. Understanding the structure and context of the work influences your response. identify how fast/slow, loud/soft, long/short sounds are developed. act out, write, draw, or tell to explain why the selection is fast/slow, loud/soft, long/short sounds using musical language. explain how the development of the elements reflect personal and social contexts. explain how the development of the elements influence responses. long/short analyze cultures music has structure and concepts that make it interesting and pleasing. musical elements are developed to reflect personal and social context. musical elements are developed to influence responses. different cultures can influence the sound, style and purpose of music. analyze where tempo/dynamics, etc. change in the piece. analyze the sounds used in the musical elements that reflect personal, social and/ or cultural contexts. explain how the development of the elements influence responses.
Anchor Standard 3: Support an interpretation of a work that reflects the creator s/performer s expressive intent. 4.3: Develop an interpretation using the elements of music to show the creator s/performer s expressive intent. Through their use of the elements and structures of the art form, creators and performers provide clues to their expressive intent. identify musical elements in the selection. (i.e. tempo, dynamics) use musical terms to explain their interpretation of the music. long/short smooth/bouncy feeling interpretation music has expressive qualities to reflect emotion. musical selections can be interpreted differently by individuals. you can show musical expression through movement, mapping, drawing, etc. develop an interpretation of the expressive intent of the musical selection through music mapping, drawings, movement, etc. Anchor Standard 4: Support their personal evaluation of work(s) and/or performance(s) based on analysis, interpretation, and established criteria. 4.4: Evaluate musical performances for purpose/function, expressiveness, and accuracy, justifying their judgments with evidence from the elements of music and class/student generated criteria. Quality performances are influenced by analysis, interpretation, and established criteria. list the elements found in the musical selection. determine if the elements used fit the purpose/function of the musical performance. (i.e. timbre of voices/instruments, dynamics, etc.) like/dislike (describing words). instrumental vocal criteria justify everyone has their own preferences when listening to music. you can set your own criteria in evaluating music. generate criteria to evaluate the accuracy, purpose/function and expressiveness of a musical performance. justify their evaluation based on their given criteria.
4th Grade General Music Performing Essential Questions: 1. How do performers select repertoire? 2. How does understanding the structure and context of music influence performance? 3. How do performers interpret music? 4. How do performers improve the quality of their performance? 5. How do context and performer presentation influence audience response? 6. How do individuals and ensembles present and demonstrate their musical skills? Essential opinion, like/dislike, instrument, rhythm, pitch, matching, echo, composer, meaning, improve, expression, dynamics, tempo, appropriate, accuracy, performance, audience, expressive qualities, posture, solfege, scale, culture, form, verse/refrain, interpret, evaluate, staging, perform Anchor Standard 1: Select work(s) to present on interest, knowledge, ability, and context. 4.1: Justify why they selected their two related or contrasting pieces to perform for a given purpose, citing the influence of personal interest, and context (i.e., personal, social, cultural). Select repertoire based on student interest, knowledge, ability and context. perform short songs and instrumental pieces based on interest, exposure and purpose. explain how their personal interest and knowledge influenced their selection. opinion like/dislike instrument performance audience posture selection choice is influenced by our personal interests, knowledge, ability, and context. perform two related or contrasting pieces based on a given purpose. cite how their personal interest and knowledge influenced their selection.
Anchor Standard 2: Analyze the structure and context of work(s) and their implications for performance. 4.2: Analyze how the performance of two related or contrasting pieces of music is affected by the use of musical elements, purpose/function and context (i.e. cultural). Analyzing the structure and historical/ cultural context of music influences performance. identify what musical element is being used in the selection to fit the performance style. identify AB form (i.e. verse/refrain). identify music based on current personal and social norms. explain how musical elements, purpose/function, and context are being used in the selection to fit the performance style. rhythm pitch matching echo instrument solfege scale culture form verse/refrain all musical works have elements that combine to develop the structure of music. music can use form to give it structure. cultural music uses specific elements to create its own unique sound. analyze how musical elements, purpose/function, and context are being used in the two selections to fit the performance style.
Anchor Standard 3: Create personal interpretation that considers creator s intent. 4.3: Create/explain a personal interpretation for the performance of a selected piece of music, using the elements of music and expressive qualities to demonstrate the creator s/performer s intent and context (i.e., personal, social, cultural). Performers make interpretive decisions based on personal understanding of the work and the creator s intent. enact their interpretation of the music. express their interpretation of the music through speaking and/or writing. identify how the expressive qualities in the music( i.e. loud/soft, fast/slow, happy/sad) showed the creator/performer s intent (i.e. empathy, joy). composer meaning expressive qualities interpret all composers convey a personal message through their music. everyone interprets the composer s message according to their own personal interests and experiences. expressive qualities in music help portray the overall meaning of the piece. enact their interpretation of the music. explain their interpretation of the music through speaking and/or writing. identify how the expressive qualities in the music( i.e. loud/soft, fast/slow, happy/sad) showed the creator/performer s intent and context (i.e. empathy at a funeral, joy during the holidays).
Anchor Standard 4: Develop, evaluate, and refine personal or ensemble performances individual or in collaboration with others. 4.4: Rehearse, evaluate and refine their individual and/or ensemble performance, using teacher/peer feedback (i.e. technical accuracy) and class/student created criteria to improve over time. To express their musical ideas, performers analyze, evaluate and refine their work(s) over time through planned practice, feedback, reflection and collaboration. identify improvements needed in performance based on specific criteria. practice individual skills based on teacher/peer feedback. evaluate progress and refine performance. improve evaluate reflection after a performance is necessary to move forward in musicianship. everyone s performance can be improved with practice and collaboration. constructive criticism is sometimes needed to improve a performance. identify improvements needed in individual and/or ensemble performance based on class/student criteria. practice individual and/or ensemble skills based on teacher/peer feedback. evaluate individual and/or ensemble progress and refine performance.
Anchor Standard 5: Perform expressively, with appropriate interpretation and technical accuracy, and in a manner appropriate to the audience and context. 4.5: Perform two related or contrasting pieces of music selected for a specific purpose (e.g., school/community event), demonstrating the creator s intent and performer s interpretation, through appropriate performance practice (i.e., behavior) and staging (e.g., sound, lighting). Effective performance is impacted by venue, audience and performer etiquette. Student will be able to identify the purpose for the performance of a given piece of music. apply the needed qualities to show creator s intent and performer s interpretation for a successful performance. (i.e. facial expressions, actions). expression dynamics tempo appropriate accuracy interpretation staging music has certain expressive qualities that require consideration when performing. performers need to use certain qualities in the context of a performance to engage their audience. performers need to interpret the creator s intent in order to portray the meaning of the piece. staging enhances the creator s intent and performer s interpretation of a musical piece. identify the purpose for the performance of two selected pieces of music. apply the needed qualities to show creator s intent and performer s interpretation for a successful performance. (i.e. facial expressions, actions). with guidance identify the appropriate staging components to demonstrate the creator s intent and the performer s interpretation. Anchor Standard 6: Perform individually and in groups appropriate literature that matches the ability level of the performer and the performance ensemble. 4.6: Perform individually and in groups in accordance to the grade and ability level of the (general music, instrumental, choir) class. Performing to a high standard of skills produces a worthy performance. Student will be able to use 3 rd grade performance skills. program programs are opportunities for student musicians to perform and demonstrate their musical ability. demonstrate 4 th grade level skills to successfully perform in front of an audience.