Stafford Township School District Manahawkin, NJ Fourth Grade Music Curriculum Aligned to the CCCS 2009 This Curriculum is reviewed and updated annually as needed This Curriculum was approved at the Board of Education Meeting August 16, 2012, January 3, 2013, January 6, 2014, January 7, 2015
Stafford Township School District Music Curriculum Content Area: Music Course Title: Music Grade Level: 4 Unit 1: Basic Concepts Basic vocal production Rudimentary music theory The staff Treble Clef, Bass Clef Notes Beginning repertoire on Various instruments Pacing Guide September December 16 sessions one class instruction per week Unit 2: Advanced Concepts Advance Basic vocal production Advance Rudimentary music theory The staff Treble Clef, Bass Clef Notes Advance repertoire on Various instruments Pacing Guide January June 16 sessions one class instruction per week Date Created: 5/1/2012 Board Approved on: 1
Content Area: Music Unit Title: Basic Concepts Target Course/Grade Level: 4 Stafford Township School DistrictMusic Curriculum Unit Overview Unit 1 Summary Basic vocal production, basic music theory, The staff, Treble Clef, Bass Clef, Notes, Basic repertoire on Various instruments. Primary interdisciplinary connections: Reading, math, language arts, social studies, science 21 st century themes: Global Awareness, Health Literacy, Creativity and Innovation, communication and Collaboration Learning Targets STANDARD 1.1 Aesthetics ALL STUDENTS WILL USE AESTHETIC KNOWLEDGE IN THE CREATION OF AND IN RESPONSE TO DANCE, MUSIC, THEATER, AND VISUAL ART. STANDARD 1.2 Creation and Performance ALL STUDENTS WILL UTILIZE THOSE SKILLS, MEDIA, METHODS, AND TECHNOLOGIES APPROPRIATE TO EACH ART FORM IN THE CREATION, PERFORMANCE, AND PRESENTATION OF DANCE, MUSIC, THEATER, AND VISUAL ART. STANDARD 1.3 Elements and Principles ALL STUDENTS WILL DEMONSTRATE AN UNDERSTANDING OF THE ELEMENTSAND PRINCIPLES OF DANCE, MUSIC, THEATER, AND VISUAL ART. STANDARD 1.4 Critique ALL STUDENTS WILL DEVELOP, APPLY AND REFLECT UPON KNOWLEDGE OF THE PROCESS OF CRITIQUE. STANDARD 1.5 History/Culture ALL STUDENTS WILL UNDERSTAND AND ANALYZE THE ROLE, DEVELOPMENT, AND CONTINUING INFLUENCE OF THE ARTS IN RELATION TO WORLD CULTURES, HISTORY, AND SOCIETY. Content Statements: Will be introduced to basic vocal production, basic music theory, the staff, treble clef, bass clef, notes, and beginning repertoire on various instruments. 2
CPI # 1.1.2.B.1 1.1.2.B.2 1.1.2.B.3 1.1.2.B.4 1.2.2.A.1 Cumulative Progress Indicator (CPI) Explore the elements of music through verbal and written responses to diverse aural prompts and printed scores. Identify musical elements in response to diverse aural prompts, such as rhythm, timbre, dynamics, form, and melody. Identify and categorize sound sources by common traits (e.g., scales, rhythmic patterns, and/or other musical elements), and identify rhythmic notation up to eighth notes and rests. Categorize families of instruments and identify their associated musical properties. Identify characteristic theme-based works of dance, music, theatre, and visual art, such as artworks based on the themes of family and community, from various historical periods and world cultures. 1.2.2.A.2 1.3.2.B.1 1.3.2.B.2 1.3.2.B.3 1.3.2.B.4 1.3.2.B.5 1.3.2.B.6 1.3.2.B.7 1.4.2.B.1 1.4.2.B.2 1.4.2.B.3 Identify how artists and specific works of dance, music, theatre, and visual art reflect, and are affected by, past and present cultures. Clap, sing, or play on pitch from basic notation in the treble clef, with consideration of pitch, rhythm, dynamics, and tempo. Demonstrate developmentally appropriate vocal production/vocal placement and breathing technique. Demonstrate correct playing techniques for Orff instruments or equivalent homemade instruments. Vocalize the home tone of familiar and unfamiliar songs, and demonstrate appropriate posture and breathing technique while performing songs, rounds, or canons in unison and with a partner. Improvise short tonal and rhythmic patterns over ostinatos, and modify melodic or rhythmic patterns using selected notes and/or scales to create expressive ideas. Sing or play simple melodies or rhythmic accompaniments in AB and ABA forms independently and in groups, and sight-read rhythmic and music notation up to and including eighth notes and rests in a major scale. Blend unison and harmonic parts and vocal or instrumental timbres while matching dynamic levels in response to a conductor s cues. Observe the basic arts elements in performances and exhibitions and use them to formulate objective assessments of artworks in dance, music, theatre, and visual art. Apply the principles of positive critique in giving and receiving responses to performances. Recognize the making subject or theme in works of dance, music, theatre, and visual art. 3
Unit Essential Questions What is the difference between your head voice and your chest voice? How do I write a song? How do I know what note to play? What is rhythm? Why are there different staffs? Why are there strange symbols on my music? How does the instrument work? How do I notate a song? Why does he sound better than me? What type of music is this? Where did rock come from? What is a composer and can I become one? What is Subdivision? What are the instruments I could play? How can dancing help me with music? Are dance and music similar? What is concert etiquette? Unit Enduring Understandings Students will identify and demonstrate their vocal break. Music is composed using various mathematic patterns and formulas. The various staffs help us identify and what note to play. Rhythm is a complex passage using various different lengths of sound in various patterns. Different staffs make it easier to identify specific tones. Musical notation uses various symbols to minimize notation and communicate the intention of the composer. Every school will demonstrate the function and anatomy of their method. Songs are written mathematic patterns divided into measures that add to particular numbers. Playing an instrument requires practice and achievement is dependent upon the amount of time you dedicate. Music from various nations have different nuances that make them distinct. Modern music was influenced by many different styles and genres throughout time. A composer writes many types of music. There are lots of careers that could be offered to composers. Every note can be divided into smaller and smaller parts of time. There are many different types of instruments that can be divided into different groups and families. Each family has distinct and common elements. Feeling music throughout your body helps develop and internal beat that transfers to all aspects of music. Dancing and music have common patterns and mathematic contrasts that further develop your ability as a musician. Understanding the amount of time a musician put into a song shows you why listening respectfully is so important 4
Unit Learning Targets (Objectives) Students will... Students will be able to demonstrate proper rudimentary breathing and technique Students will be able to demonstrate and identify notation on the treble and rudimentary bass clef Students will be able to identify and demonstrate rudimentary rhythmical notation including: whole, half, quarter, eighth and corresponding rests. Students will be able to demonstrate proper technique on the various instruments provided by the school including but not limited to: Piano, bells, guitar, rhythm stick, drums. Students will be able to identify music from various cultures an eras. Students will be able to list several careers in music Students will be able to perform several songs on various instrument Students will be able to listen and critique other performances Students will be able to compose songs or melodies using proper rudimentary musical notation Students will be able to Demonstrate rudimentary patterns and form in music thru performance and notation Students will be able to identify difference in musical time signatures both in the written form and aurally Students will be able to identify tempo speed and variations of such in both written and aural form Students will students will be able to play various instruments both as a group and individually Students will students will be able to sing various songs both as a group and individually Students will students will be able to play instruments and various items to demonstrate phrasing in music Students will be able to improvise rudimentary rhythmical patterns using specific mathematical notation guidelines Students will students will be able to be able to list and identify various instruments both visually, written and aurally 5
Formative Assessments Teacher observation Performances Demonstrations verbal feedback Evidence of Learning Written assessments compositions Students critique Class participation Summative Assessments performance MusicAce computer program Individual evaluation Modifications (ELLs, Special Education, Gifted and Talented) Notation modification (writing notes), Solo performance for excelled students, Review IEP and make listed modifications, collaborate with ESL department to make necessary modifications for ELL students, differentiated instructional strategies that allow students of different intelligence to achieve success Curriculum development Resources/Instructional Materials/Equipment Needed /Teacher Resources: Various instruments, books, sheet music, Music CD s, computers. Teacher Notes: Students should leave the 4 th grade with a general love of music and foundation of written notation that will enable them to succeed in any path that music may take them. Students should be able to express themselves through music by singing and on various instruments. 6
Content Area: Music Unit Title: Advanced Concepts Target Course/Grade Level: 4 Stafford Township School District Music Curriculum Unit Overview Unit 2 Summary Advanced vocal production, Advanced music theory, The staff, Treble Clef, Bass Clef, Notes, Advanced repertoire on Various instruments. Primary interdisciplinary connections: Reading, math, language arts, social studies, science 21 st century themes: Global Awareness, Health Literacy, Creativity and Innovation, communication and Collaboration Learning Targets Standard 1.1 Aesthetics ALL STUDENTS WILL USE AESTHETIC KNOWLEDGE IN THE CREATION OF AND IN RESPONSE TO DANCE, MUSIC, THEATER, AND VISUAL ART. STANDARD 1.2 Creation and Performance ALL STUDENTS WILL UTILIZE THOSE SKILLS, MEDIA, METHODS, AND TECHNOLOGIES APPROPRIATE TO EACH ART FORM IN THE CREATION, PERFORMANCE, AND PRESENTATION OF DANCE, MUSIC, THEATER, AND VISUAL ART. STANDARD 1.3 Elements and Principles ALL STUDENTS WILL DEMONSTRATE AN UNDERSTANDING OF THE ELEMENTS AND PRINCIPLES OF DANCE, MUSIC, THEATER, AND VISUAL ART. STANDARD 1.4 Critique ALL STUDENTS WILL DEVELOP, APPLY AND REFLECT UPON KNOWLEDGE OF THE PROCESS OF CRITIQUE. STANDARD 1.5 History/Culture ALL STUDENTS WILL UNDERSTAND AND ANALYZE THE ROLE, DEVELOPMENT, AND CONTINUING INFLUENCE OF THE ARTS IN RELATION TO WORLD CULTURES, HISTORY, AND SOCIETY. Content Statements: Continue and expand the study of basic vocal production, Advanced music theory, the staff, treble clef, bass clef, notes, and advanced repertoire on various instruments. 7
CPI # 1.1.2.B.1 1.1.2.B.2 1.1.2.B.3 1.1.2.B.4 1.2.2.A.1 Cumulative Progress Indicator (CPI) Explore the elements of music through verbal and written responses to diverse aural prompts and printed scores. Identify musical elements in response to diverse aural prompts, such as rhythm, timbre, dynamics, form, and melody. Identify and categorize sound sources by common traits (e.g., scales, rhythmic patterns, and/or other musical elements), and identify rhythmic notation up to eighth notes and rests. Categorize families of instruments and identify their associated musical properties. Identify characteristic theme-based works of dance, music, theatre, and visual art, such as artworks based on the themes of family and community, from various historical periods and world cultures. 1.2.2.A.2 1.3.2.B.1 1.3.2.B.2 1.3.2.B.3 1.3.2.B.4 1.3.2.B.5 1.3.2.B.6 1.3.2.B.7 1.4.2.B.1 1.4.2.B.2 1.4.2.B.3 Identify how artists and specific works of dance, music, theatre, and visual art reflect, and are affected by, past and present cultures. Clap, sing, or play on pitch from basic notation in the treble clef, with consideration of pitch, rhythm, dynamics, and tempo. Demonstrate developmentally appropriate vocal production/vocal placement and breathing technique. Demonstrate correct playing techniques for Orff instruments or equivalent homemade instruments. Vocalize the home tone of familiar and unfamiliar songs, and demonstrate appropriate posture and breathing technique while performing songs, rounds, or canons in unison and with a partner. Improvise short tonal and rhythmic patterns over ostinatos, and modify melodic or rhythmic patterns using selected notes and/or scales to create expressive ideas. Sing or play simple melodies or rhythmic accompaniments in AB and ABA forms independently and in groups, and sight-read rhythmic and music notation up to and including eighth notes and rests in a major scale. Blend unison and harmonic parts and vocal or instrumental timbres while matching dynamic levels in response to a conductor s cues. Observe the basic arts elements in performances and exhibitions and use them to formulate objective assessments of artworks in dance, music, theatre, and visual art. Apply the principles of positive critique in giving and receiving responses to performances. Recognize the making subject or theme in works of dance, music, theatre, and visual art. 8
Unit Essential Questions What is the difference between your head voice and your chest voice? How do I write a song? How do I know what note to play? What is rhythm? Why are there different staffs? Why are there strange symbols on my music? How does the instrument work? How do I notate a song? Why does he sound better than me? What type of music is this? Where did rock come from? What is a composer and can I become one? What is Subdivision? What are the instruments I could play? How can dancing help me with music? Are dance and music similar? What is concert etiquette? Unit Enduring Understandings Students will identify and demonstrate their vocal break. Music is composed using various mathematic patterns and formulas. The various staffs help us identify and what note to play. Rhythm is a complex passage using various different lengths of sound in various patterns. Different staffs make it easier to identify specific tones. Musical notation uses various symbols to minimize notation and communicate the intention of the composer. Every school will demonstrate the function and anatomy of their method. Songs are written mathematic patterns divided into measures that add to particular numbers. Playing an instrument requires practice and achievement is dependent upon the amount of time you dedicate. Music from various nations have different nuances that make them distinct. Modern music was influenced by many different styles and genres throughout time. A composer writes many types of music. There are lots of careers that could be offered to composers. Every note can be divided into smaller and smaller parts of time. There are many different types of instruments that can be divided into different groups and families. Each family has distinct and common elements. Feeling music throughout your body helps develop and internal beat that transfers to all aspects of music. Dancing and music have common patterns and mathematic contrasts that further develop your ability as a musician. Understanding the amount of time a musician put into a song shows you why listening respectfully is so important 9
Unit Learning Targets (Objectives) Students will... Students will continue to develop proper breathing technique. Students will continue to develop skills to identify notation on the treble and bass clef. Students will continue to develop the skills to identify and demonstrate rudimentary rhythmical notation including: whole, half, quarter, eighth notes and corresponding rests. Students will continue to develop proper technique on various instruments provided by the school including but not limited to: Piano, bells, guitar, rhythm stick, drums. Students will continue to develop the skills to identify music from various cultures an eras. Students will be able to list several careers in music. Students will be able to perform several songs on various instruments. Students will be able to listen and critique other performances. Students will be able to compose songs and melodies using proper rudimentary musical notation. Students will be able to demonstrate rudimentary patterns and form in music through performance and notation. Students will be able to identify differences in musical time signatures in written and aural form. Students will be able to identify tempo and variations of such in both written and aural form. Students will continue to develop the skills to play various instruments as a group and individually. Students will continue to develop the skills to sing various songs as a group and individually. Students will continue to develop the skills to play instruments and various items to demonstrate phrasing in music. Students will continue to develop the skills to improvise rudimentary rhythmical patterns using specific mathematical notation guidelines. Students will continue to develop the skills to be able to list and identify various instruments visually, written and aurally. 10
Formative Assessments Teacher observation Performances Demonstrations verbal feedback Evidence of Learning Written assessments compositions Students critique Class participation Summative Assessments performance Music Ace computer program Individual evaluation Modifications (ELLs, Special Education, Gifted and Talented) Notation modification (writing notes), Solo performance for excelled students, Review IEP and make listed modifications, collaborate with ESL department to make necessary modifications for ELL students, differentiated instructional strategies that allow students of different intelligence to achieve success Curriculum development Resources/Instructional Materials/Equipment Needed /Teacher Resources: Various instruments, books, sheet music, Music CD s, computers. Teacher Notes: Students should leave the 4 th grade with a general love of music and foundation of written notation that will enable them to succeed in any path that music may take them. Students should be able to express themselves through music by singing and on various instruments. 11
Music Learning Outcomes Grade Level: Fourth Time Frame: September June Music Element: Rhythm Continue to identify, perform, and move to a steady beat or no beat in music. Identify and perform to meter 2, 3, and 4. Identify, perform and reproduce rhythmic patterns. Perform and identify syncopated rhythms. Identify and perform dotted rhythms. Identify, perform and move to tempo changes. Identify, perform and move to note values. Music Element: Melody Identify, perform and move to melodic contour. Identify, perform, and move to melodic movement by steps, leaps, and repeats. Identify, perform and move to melodic rhythm, sequence, imitation and ostinato. Identify, perform and move to melodic phrases (same, different, longer, and shorter). Music Element: Harmony Identify and perform melody/counter melody. Perform and create harmony (rounds, partner songs, call and response, solo/chorus, ostinato and counter melody). Perform and identify counter melodies. Music Element: Tone Color Continue to identify the difference in tone color of various voices (male, female, groups duets, trios, quartets, chorus, etc.). Describe and identify instrument sounds (woodwind, brass, percussion, strings, and cultural instruments) Music Element: Form Identify, perform, and move to AB, ABA, and Rondo forms. Identify and perform introduction/coda music. Perform and move to various call and response, verse-refrain, and solo-chorus songs. 1
Music Element: Expressive Qualities Use dynamics as an expressive choice. Listen to and perform music from a variety of styles, cultures, and time periods. Identify and perform songs in a variety of mood. Learn about various composers. Continue to identify musical symbols. Learn about various music styles (classical, jazz, ragtime, country, rock n roll, musicals. Gospel, folk, etc.). Demonstrate appropriate use of singing voice. 2
Music Resources Grade Level: Fourth Silver Burdett Making Music Series Teacher Edition Student Books Activity Book CD Recordings Composer Series CD s Teacher Book Composer Posters Musical Dictation for Elementary School Teacher Kit Worksheet Master Keyboard Adventure Keyboards Textbook Other Solos for Kids Songbooks Ready to Use Music Activities Books Little Amadeus Video Series