FOURTH GRADE
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Unit 1 - Rhythm (August - September)
Sing songs that include quarter notes, quarter rests, half notes, half rests, whole notes, whole rests, barred eighth notes, single eighth notes, eighth note rests, barred sixteenth notes, single sixteenth notes, sixteenth note rests, dotted half notes and dotted quarter notes.
Read rhythm patterns including the notes and rests listed above.
Compose rhythm patterns including the notes and rests listed above.
Recognize, sing, clap and play syncopated rhythm patterns.
Songs: Soldier Soldier, Canoe Song, Dry Bones, Rock Island Line, Shake the Papaya, Over the Rainbow, Kookaburra and Cumberland Gap.
Standards: 1, 3 and 6 (See standards tab for description.)
Unit 2 - Melody (October - December)
List the characteristics of vocal timbre. Describe the differences between soprano, alto, tenor and bass voices. Sing in parts. Decide which voice part they and their family member are. Sing and show hand signs for the major scale Solfege pitches. Name the lines and spaces of the treble clef staff. Identify notes by Solfege pitch and letter name. Compose and play simple melodies.
Songs: Follow the Drinkin' Gourd, Wade in the Water, Dulman, Round the Bay of Mexico, Circle Round the Moon, Sweet Betsy from Pike, The Wheel and the Water, Tsuki, Hasewie, Sourwood Mountain, Riqui Ran, Son Macaron, and Weevily Wheat.
Standards: 1, 2, 3 and 6 (See standards tab for description.)
Unit 3 - Movement and Musical Expression (January - February)
Change and arrange dynamics and tempo markings for musical selections.
Describe the mood and timbre of musical selections.
Create a dynamic composition and perform it.
Perform interpretive movement.
Perform body percussion.
Perform square dances.
Perform partner dances.
Perform community dances.
Create and perform movement with props.
Songs in the Unit: O Danny Boy, Can You Canoe?, Put a Little Love in Your Heart, The Lion Sleeps Tonight, The Happy Wanderer, America the Free, Clementine, Oh Susanna, and Cumberland Gap.
Standards: 1, 3, 6 and 10 (See standards tab for description.)
Unit 4 - Instruments and Musical Form (March - May)
Recite the three ways to a percussion instrument produces sound.
Label pitched and non-pitched percussion instruments.
Note that the percussion family is the largest orchestral family.
Find the location of the percussion family on a full orchestra map.
Compose and perform a song using percussion instruments.
Sing and distinguish between the call and response sections of a song.
Sing and distinguish between the verse and refrain of a song.
Recognize and label the form of a song.
Perform a partner song.
Perform a round.
Songs in the Unit: River, Over the Rainbow, Three Little Birds, Follow the Drinkin' Gourd, Heave-Ho, La Raspa, Turn the World Around, Play a Simple Melody, Peace Round, Let Music Surround You, and Symphony No. 1.
Standards: 1, 4, 6 and 7 (See standards tab for description.)
Benchmarks:
1. Sings, recognizes, and demonstrates hand signs for low Sol, low La, Do, Re, Mi, Sol, La, and high Do.
2. Recognizes melodic direction and the use of whole and half steps.
3. Recognizes low Sol, low La, Do, Re, Mi, Sol, La, and high Do on the staff.
4. Sings with increasing accuracy in pitch.
5. Responds to ear training and tonal memory.
6. Identifies flats, sharps, and note names of the treble staff.
7. Recognizes and performs the pentatonic scale.
8. Distinguishes aurally between music in major and minor keys.
9. Reads, performs, improvises, and creates accompaniment patterns on melodic instruments.
10. Recognizes and performs on chordal instrumentations.
11. Recognizes and sings partner songs, canons, rounds, descants, echo songs, and simple ostinati.
12. Moves to, performs, sings, plays, reads, and creates rhythm patterns by ear and notation.
13. Identifies, explains, and performs frequently used time signatures such as 2/4, 3/4, and 4/4.
14. Recognizes syncopation.
15. Reads, performs, and notates the following: quarter note/rest, beamed
eighth notes, half note/rest, tied quarter notes, single eighth note, dotted
half note, whole note/rest, and dotted quarter note.
16. Distinguishes between repeating and contrasting sections.
17. Distinguishes among AB, ABA, AABA, and rondo forms.
18. Sings songs with multiple stanzas.
19. Sings songs in rounds and canons with increasing accuracy.
20. Recognizes band, folk, and orchestral instruments by sight and sound.
21. Identifies the orchestral families and their members.
22. Describes various environmental sounds.
23. Recognizes soprano, alto, tenor, and bass voices.
24. Recognizes the child and boy soprano voices.
25. Demonstrates improved accuracy in vocal tone quality.
26. Demonstrates an understanding of music in relation to history and culture.
27. Describes relationships between music, arts, and other disciplines.
28. Performs folk songs and ethnic songs with appropriate musical style.
29. Sings and understands some foreign text.
30. Recognizes famous composers and their compositions.
31. Plays instruments to accompany folk songs and ethnic songs.
32. Identifies and demonstrates contrasts in music: loud/very loud/soft/very soft and fast/slow.
33. Participates in song stories, singing games, action songs, and musical dramatizations.
34. Moves expressively to music.
35. Creates new text to familiar songs.
36. Creates and performs simple accompaniments to songs, poems, and stories.
37. Evaluates music and performances.
38. Demonstrates appropriate music vocabulary.
39. Responds to music in a variety of styles through listening, analyzing, describing, moving, singing, and playing instruments.
40. Performs simple body percussion exercises.
41. Creates movements to music while being sensitive to tempo and style of music.
42. Recognizes and moves to musical phrases.
43. Identifies dynamic markings: ff, f, p, and pp.
44. Describes personal responses to listening selections.
45. Performs melodies and accompaniments on Orff instruments.
46. Describes texture and style of music.
47. Experiences choral and/or instrumental music programs.
Please scroll down to find current unit.
Unit 1 - Rhythm (August - September)
Sing songs that include quarter notes, quarter rests, half notes, half rests, whole notes, whole rests, barred eighth notes, single eighth notes, eighth note rests, barred sixteenth notes, single sixteenth notes, sixteenth note rests, dotted half notes and dotted quarter notes.
Read rhythm patterns including the notes and rests listed above.
Compose rhythm patterns including the notes and rests listed above.
Recognize, sing, clap and play syncopated rhythm patterns.
Songs: Soldier Soldier, Canoe Song, Dry Bones, Rock Island Line, Shake the Papaya, Over the Rainbow, Kookaburra and Cumberland Gap.
Standards: 1, 3 and 6 (See standards tab for description.)
Unit 2 - Melody (October - December)
List the characteristics of vocal timbre. Describe the differences between soprano, alto, tenor and bass voices. Sing in parts. Decide which voice part they and their family member are. Sing and show hand signs for the major scale Solfege pitches. Name the lines and spaces of the treble clef staff. Identify notes by Solfege pitch and letter name. Compose and play simple melodies.
Songs: Follow the Drinkin' Gourd, Wade in the Water, Dulman, Round the Bay of Mexico, Circle Round the Moon, Sweet Betsy from Pike, The Wheel and the Water, Tsuki, Hasewie, Sourwood Mountain, Riqui Ran, Son Macaron, and Weevily Wheat.
Standards: 1, 2, 3 and 6 (See standards tab for description.)
Unit 3 - Movement and Musical Expression (January - February)
Change and arrange dynamics and tempo markings for musical selections.
Describe the mood and timbre of musical selections.
Create a dynamic composition and perform it.
Perform interpretive movement.
Perform body percussion.
Perform square dances.
Perform partner dances.
Perform community dances.
Create and perform movement with props.
Songs in the Unit: O Danny Boy, Can You Canoe?, Put a Little Love in Your Heart, The Lion Sleeps Tonight, The Happy Wanderer, America the Free, Clementine, Oh Susanna, and Cumberland Gap.
Standards: 1, 3, 6 and 10 (See standards tab for description.)
Unit 4 - Instruments and Musical Form (March - May)
Recite the three ways to a percussion instrument produces sound.
Label pitched and non-pitched percussion instruments.
Note that the percussion family is the largest orchestral family.
Find the location of the percussion family on a full orchestra map.
Compose and perform a song using percussion instruments.
Sing and distinguish between the call and response sections of a song.
Sing and distinguish between the verse and refrain of a song.
Recognize and label the form of a song.
Perform a partner song.
Perform a round.
Songs in the Unit: River, Over the Rainbow, Three Little Birds, Follow the Drinkin' Gourd, Heave-Ho, La Raspa, Turn the World Around, Play a Simple Melody, Peace Round, Let Music Surround You, and Symphony No. 1.
Standards: 1, 4, 6 and 7 (See standards tab for description.)
Benchmarks:
1. Sings, recognizes, and demonstrates hand signs for low Sol, low La, Do, Re, Mi, Sol, La, and high Do.
2. Recognizes melodic direction and the use of whole and half steps.
3. Recognizes low Sol, low La, Do, Re, Mi, Sol, La, and high Do on the staff.
4. Sings with increasing accuracy in pitch.
5. Responds to ear training and tonal memory.
6. Identifies flats, sharps, and note names of the treble staff.
7. Recognizes and performs the pentatonic scale.
8. Distinguishes aurally between music in major and minor keys.
9. Reads, performs, improvises, and creates accompaniment patterns on melodic instruments.
10. Recognizes and performs on chordal instrumentations.
11. Recognizes and sings partner songs, canons, rounds, descants, echo songs, and simple ostinati.
12. Moves to, performs, sings, plays, reads, and creates rhythm patterns by ear and notation.
13. Identifies, explains, and performs frequently used time signatures such as 2/4, 3/4, and 4/4.
14. Recognizes syncopation.
15. Reads, performs, and notates the following: quarter note/rest, beamed
eighth notes, half note/rest, tied quarter notes, single eighth note, dotted
half note, whole note/rest, and dotted quarter note.
16. Distinguishes between repeating and contrasting sections.
17. Distinguishes among AB, ABA, AABA, and rondo forms.
18. Sings songs with multiple stanzas.
19. Sings songs in rounds and canons with increasing accuracy.
20. Recognizes band, folk, and orchestral instruments by sight and sound.
21. Identifies the orchestral families and their members.
22. Describes various environmental sounds.
23. Recognizes soprano, alto, tenor, and bass voices.
24. Recognizes the child and boy soprano voices.
25. Demonstrates improved accuracy in vocal tone quality.
26. Demonstrates an understanding of music in relation to history and culture.
27. Describes relationships between music, arts, and other disciplines.
28. Performs folk songs and ethnic songs with appropriate musical style.
29. Sings and understands some foreign text.
30. Recognizes famous composers and their compositions.
31. Plays instruments to accompany folk songs and ethnic songs.
32. Identifies and demonstrates contrasts in music: loud/very loud/soft/very soft and fast/slow.
33. Participates in song stories, singing games, action songs, and musical dramatizations.
34. Moves expressively to music.
35. Creates new text to familiar songs.
36. Creates and performs simple accompaniments to songs, poems, and stories.
37. Evaluates music and performances.
38. Demonstrates appropriate music vocabulary.
39. Responds to music in a variety of styles through listening, analyzing, describing, moving, singing, and playing instruments.
40. Performs simple body percussion exercises.
41. Creates movements to music while being sensitive to tempo and style of music.
42. Recognizes and moves to musical phrases.
43. Identifies dynamic markings: ff, f, p, and pp.
44. Describes personal responses to listening selections.
45. Performs melodies and accompaniments on Orff instruments.
46. Describes texture and style of music.
47. Experiences choral and/or instrumental music programs.