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Elkhart Community Schools

General MusicCurriculum Guide

Grade 4

Introduction Course Description The Standards and Power Indicators Indiana Academic Standards

o Indicatoro Exampleo Instruction/Assessment Referenceo Resource

Appendices District Assessment

Introduction

Music Curriculum Guide

Music Mission/Philosophy Statement

Mission Statement

Music instruction in the Elkhart Community Schools will prepare students to develop their own music capabilities so they will have the knowledge and understanding necessary for making personal and artistic decisions throughout their lives.

Music Philosophy

We believe the primary purpose of the school music curriculum is to provide a sequential and concept-driven program of instruction that encourages artistic, expressive and cultural development.

We believe the music program will lead and direct students toward lifelong learning in music.

Therefore, we recognize music as a basic part of the daily life of every student in the Elkhart Community Schools. Each student will have the opportunity to explore and develop self-expression in music and gain an appreciation for the effect that music has on his/her daily life.

Music Goals

The music proficiencies should provide:

1. A general knowledge of music literature, history, and theory.

2. Basic musical skills which will enable students to participate independently or with a group of musicians.

3. The opportunity to develop life-long appreciation for music as an art, a science, and a profession that will allow the student to enjoy and support musical activities.

4. The opportunity for all students to experience success on a level equal to their developmental stage.

5. The opportunity for all students to understand the relationship between music and other disciplines.

Committees

Curriculum and Instruction: Philosophy and Goals:John Hill, Director Elkhart Community Schools Music FacultyDave Benak, SupervisorH. Marie Doyle, SupervisorBradley Sheppard, Supervisor

General Music

K-6 General Music Grades 7-8Ann Fassett Jeff Reinert Cindy Houghton

Jill Granlienard Suzanne Shaffer John KrouseKay Hanft Sharon Stauffer Jeff ReinertSue Johnson Kristine Weimer Sue RobertsBecky Petersen

Ensembles

Choral Music Band StringsCindy Houghton Sandy Carnall Karen HershbergerJohn Krouse Lynne Gwin Jeffery HatfieldBill Niederer Harold Walt Sharon StaufferClaudia Phipps Dan BurtonJeff Reinert Kurt Weimer

Tim Carnall

Non-Performance Courses

Music History Keyboarding Music TheoryBill Niederer Bill Niederer Tim CarnallClaudia Phipps Claudia Phipps

Description

Quality Music Instruction: A DescriptionFrom Indiana’s Academic Standards for Music

Quality Music Education: A Description

Quality music education in the schools integrates fundamental musical activities and presents them in a sequential, pedagogically sound curriculum. As identified in the 1997 National Assessment for Educational Progress (NAEP) in music, the processes of creating, performing, and responding to music are interwoven throughout a balanced and complete music program. The first of these processes, creating, involves composing, arranging or improvising music. Through these activities students engage their aural skills and prior knowledge of music to create a personal and original musical idea. By including creative activities from the earliest gradesonward, teachers provide opportunities for students to construct new ideas and find satisfyingmeans of self-expression. Since music is a form of communication, performing is a vital and natural aspect of music study. Performing, the second musical process identified, promotes a sense of personal accomplishment, shared goals, community, and the joy of experiencing a musical work from the unique perspective of performing it. Responding to music completes the trio of fundamental musical processes, and includes activities rich in mental, physical, and emotional complexity. As students learn to read and interpret musical symbols, they further their cognitive development and ability to think logically by learning a new sign system and a different approach to the world around them. As they study the historical and cultural aspects of music, students discover that music is a universal human activity. And as music study is connected to other disciplines, students discover the ways that one subject area can reinforce and inform another. Finally, as students learn to evaluate musical works they learn to discriminate, think independently, and develop their own views of musical meaning and beauty.

General MusicGrades: K-8

Course Description:

General music at the elementary level is a part of the total educational experience of every child in Elkhart Community Schools. The students participate in singing, listening, creating songs and dances, moving to music, and discovering the world of music that surrounds them. As students progress, they are taught music fundamentals and skills that enable them to sing unison, two and three part songs, play simple melodic and harmonic instruments, develop their creative talents, and learn to discriminate through listening experiences. The elementary music specialists provide a core of musical skills and concepts and assist the classroom teacher in using music as an integrated activity in other disciplines by providing them with guidance and appropriate supplementary materials.

The middle school courses provide students with an opportunity to continue to develop their interests and musical skills.

The curriculum is structured to provide students with an enjoyable experience so music will always have a pleasant connotation to the learner. Throughout the general music program a correlation of art, drama, dance, literature, and other areas of learning are integrated through listening and performing.

Course Objectives:

General music education students in Elkhart Community Schools:

1. Employ critical thinking skills to evaluate all areas of music.2. Collaborate as members of a group to achieve a common musical goal.3. Relate music to their personal lives, to the other arts, and to areas outside of the arts.4. Apply basic notational reading and performance skills.5. Interpret and appreciate music from around the world.

Grade 4The Standards and Power Indicators

Power Indicators are Highlighted in Bold

Standard 1 – Singing Alone and with OthersStudents sing independently on pitch and in rhythm, with good tone, diction, breath control, posture, and a steady tempo. Sing expressively and accurately, with proper dynamics, phrasing, and interpretation. Sing a variety of songs from memory. Sing ostinatos, partner songs, and rounds. Sing in groups, blending vocal timbres, matching dynamic levels, and responding to a conductor.4.1.1 Sing warm-ups that stress control of breath and tone.4.1.2 Match pitch and pitch patterns while singing.4.1.3 Sing a capella (unaccompanied) with proper diction, well-defined phrasing, and expressive detail, such as accents (bodily

movements), and dynamic contrasts.4.1.4 Sing memorized songs that reflect American culture as well as other cultures.4.1.5 Maintain an independent part when singing an ostinato, round, or partner song while keeping a steady tempo.

Example: Sing the round ‘Kookaburra’. Keep singing your part while the other parts join into the round.4.1.6 Follow the gestures of a conductor.Standard 2 – Playing an Instrument Alone and with OthersStudents perform on one instrument independently, alone, and in groups. They correctly echo or perform easy rhythmic, melodic, or chordal patterns. Students also perform a variety of music expressively, accurately, and with an appropriate tone quality. They perform in groups, blending instrumental sounds, matching dynamic levels, and following a conductor.4.2.1 Play an instrument using the correct means of producing sound.4.2.2 Play an ostinato part independently.4.2.3 Play short rhythms, melodic patterns, and chordal patterns, either by reading or echoing (back) what is played.4.2.4 Play a melody or pattern with the correct rhythm, tempo, and dynamics.4.2.5 Play instrumental pieces of many types and styles.4.2.6 Follow the cues of a conductor.

Standard 3 – Reading, Notating, and Interpreting MusicStudents read and notate music in simple meters and in treble and bass clef. They identify and correctly interpret symbols and terms for dynamics, tempo, articulation, and basic key signatures while playing.

4.3.1 Read, play, and notate patterns of whole, half, dotted half, quarter, eighth, and sixteenth notes and rests in 2/4, 3/4, and 4/4 time signatures.

4.3.2 Read given pitch patterns in treble or bass clef using letter names of the pitches, including successful identification of the keys of C and G major. Interpret the symbols for sharps and naturals, and correctly play and notate them.

4.3.3 Accurately read and notate musical symbols for fortissimo and pianissimo, D.S., ties, slurs, and tempo markings such as, accelerando and ritardando.

Standard 4 – Improvising Melodies and AccompanimentsStudents improvise rhythmic and melodic accompaniments to a known melody. They improvise simple rhythmic variations of familiar songs.4.4.1 Create a rhythmic ostinato accompaniment to a given melody.

Example: Create two-measure rhythm pattern to be repeated while the song “Hush Little Baby” is played or sung.4.4.2 Create a melodic ostinato to accompany a song.

Example: Invent a one-measure melodic pattern to be played or sung while the class sings “Swing Low, Sweet Chariot.”4.4.3 Create a rhythmic variation within a melody.

Example: When the teacher plays the first line of a known song, change the rhythm or a part of the melody.Standard 5 – Composing and Arranging Music within Specified GuidelinesStudents create and arrange music to go with readings or dramas. They create short songs or instrumental pieces and use a variety of sound sources when composing.4.5.1 Create an original piece.

Example: Write a piece or a song at least eight measures long, in 2/4 or 4/4 time. Base the piece upon a famous character from drama or film.

4.5.2 Perform an original composition on instruments.Example: Play a piece you have composed on keyboard, mallet, percussion, electronic, or classroom instruments.

Standard 6 – Listening to, Analyzing, and Describing MusicStudents identify simple music forms when heard. They discuss and describe aural examples of music of many styles and cultures, using appropriate musical terms when doing so. They identify the sounds of orchestral and band instruments. They also respond through movement to selected musical events while listening to music.4.6.1 Diagram musical forms such as AB, ABA, or rondos.4.6.2 Identify by sight and sound various instruments.

Example: Name the members of the woodwind family when heard separately.4.6.3 Use movement to represent the musical characteristics and changes of a work as they are heard.

4.6.4 Keep a record of newly learned musical terms.Standard 7 – Understanding Relationships Between Music, the Other Arts, and Disciplines Outside the Arts.Students identify similarities and differences in the meanings of common terms used in the fine arts. They identify similarities and differences in the meanings of common terms used between the arts and other subject areas.4.7.1 Compare and contrast two or more meanings of terms used in the arts, such as unity, variety, repetition, and contrast.

Example: Listen to a rondo and study pictures of buildings designed by famous architects. Tell where you see or hear examples of repetition.

4.7.2 Compare the science of sound as it relates to stringed and percussion instruments.Example: Tell how a violin, a piano, and a drum produce sound.

4.7.3 Name ways that study of the arts differs from the study of other subjects.Standard 8 – Understanding Music in Relation to History and CultureStudents identify examples of familiar music by historical period. They describe how elements of music are used in music of various cultures, and compare the roles of musicians in other cultures.4.8.1 Identify the historical period to which a famous work studied in class belongs.4.8.2 Compare and contrast musical examples from different cultures.4.8.3 Describe possible activities within another culture that would include music.

Example: Study how musical activities in the Middle East, Europe, and America are alike or different, in conjunction with studies in other classes.

Standard 9 – Evaluating and Critiquing Music and Music PerformancesStudents develop criteria for musical quality. They explain personal preferences for musical works and styles, using proper music terminology as it is learned. They evaluate the quality and effectiveness of their own and others’ compositions and performances. They also learn importance of proper concert behavior.4.9.1 Take part in developing a class evaluation tool with which to evaluate performances and compositions.

Example: With members of the class and with guidance from the teacher, write or state short phrases that describe qualities of good musical works.

4.9.2 Discuss likes and dislikes using familiar musical terms.4.9.3 Evaluate musical works and performances using a class-written rubric or another evaluation tool.4.9.4 Discuss appropriate audience behavior within different musical settings.

Power Indicators are always subject to revision and improvement. They are not to be considered static or established for ever. Updated Fall 2006

Indiana Academic Standards

GRADE 4MUSIC CURRICULUM GUIDE

INDIANA ACADEMIC STANDARDS

SINGING ALONE AND WITH OTHERS

Standard 1: Students sing independently on pitch and in rhythm, with good tone, diction, breath control, posture, and a steady tempo. Sing expressively and accurately, with proper dynamics, phrasing, and interpretation. Sing a variety of songs from memory. Sing ostinatos, partner songs, and rounds. Sing in groups, blending vocal timbres, matching dynamic levels, and responding to a conductor.

Indicator Example Instruction/Assessment Resource

4.1.1 Sing warm-ups that stress control of breath and tone.

Using ascending and descending patterns, of Do, Re, Mi, Fa, and So, have students sing the alphabet ending in Do, So, Do.

Have students sing numbers 1-5 or have them sing solfege.

To increase challenge, have students work on dynamic patterns as well, according to your preference.

Sing warm-up exercises that emphasize diction and posture.

Breathe as directed.

Piano, hand bells, or any pitched instruments.

Sing accapella.

Silver Burdett Making Music. 2005. Scott Foresman.Page 1

Elkhart Community Schools Grade 4 Music Curriculum GuideNovember 2006 Standard Referenced






4.1.2 Match pitch and pitch patterns while singing.

Use the song “Rise and Shine” (page 98) to match pitches mi, so , la, do (high do) in the key of C.

Match pitch and pitch pattern. Silver Burdett Making Music grade 4 page 98.








4.1.3 Sing a capella (unaccompanied) with proper diction, well-defined phrasing, andexpressive detail, such as accents (bodily movements), and dynamic contrasts.

Use the song “Rise and Shine” (page 98) to match pitches mi, so , la, do (high do) in the key of C.

Sing warm-up exercises that emphasize diction and posture.

Sing a cappella with appropriate dynamics, phrasing, and interpretation.

Silver Burdett Making Music grade 4 page 98.








4.1.4 Sing memorized songs that reflect American culture as well as other cultures.

Use the song “Rise and Shine” (page 98)to match pitches mi, so , la, do (high do) in the key of C.

Sing a memorized song in a foreign language.









4.1.5 Maintain an independent part when singing an ostinato, round, or partner song while keeping a steady tempo.

Sing the round ‘Kookaburra’ (page 186). Keep singing your part while the other parts join into the round.

Maintain an independent part when singing an ostinato or round or partner song while keeping a steady tempo.

Sing 2-part rounds.

Sing counter-melodies.









4.1.6 Follow the gestures of a conductor.

Soldier, Soldier (page 11) use a simple 4/4 pattern to show the beat of each measure.

Sing a cappella with appropriate dynamics, phrasing, and interpretation.

Follow the cues and gestures of a conductor.

Breathe as directed.






PLAYING AN INSTRUMENT ALONE AND WITH OTHERS Standard 2: Students perform on one instrument independently, alone, and in groups. They correctly echo or perform easy

rhythmic, melodic, or chordal patterns. Students also perform a variety of music expressively, accurately, and with an appropriate tone quality. They perform in groups, blending instrumental sounds, matching dynamic levels, and following a conductor.


4.2.1 Play an instrument using the correct means of producing sound.

Perform ostinato for Sonando (Page 34-35) using maracas, guiro, claves, and congas to produces correct sound for each one.

Rhythm pattern~ go through each instrument part individually then combine all four parts along with the recording.

Silver Burdett Making Music grade 4 page34-35








4.2.2 Play an ostinato part independently.

Perform ostinato for Sonando (Page 34-35) using maracas, guiro, claves, and congas to produces correct sound for each one.

The instructor distributes independent percussion parts to the class. Each student maintains the independent part against the other independent parts.

Play an easy ostinato independently.

Silver Burdett Making Music grade 4 page 34-35.








4.2.3 Play short rhythms, melodic patterns, and chordal patterns, either by reading or echoing(back) what is played.

Using Canoe Song (pages 76-77) teach the ostinato use recorders.


Play a given pitch pattern.

Play short rhythms and melodic patterns.









4.2.4 Play a melody or pattern with the correct rhythm, tempo, and dynamics.

Using Canoe Song (pages 76-77) teach the melody by using recorders.

Play a given pitch pattern.

As appropriate, play a melody using appropriate dynamics.

Play a melody or rhythm with appropriate dynamics while maintaining a steady tempo.









4.2.5 Play instrumental pieces of many types and styles.

Play “One-Minute Woodwind Mysteries” and “One-Minutes Brass Mysteries” pages 70-71.

Play various types and styles. Silver Burdett Making Music grade 4 page 70-71.








4.2.6 Follow the cues of a conductor.

Using Bundle-Buggy Boogie Woogie page 120-122 practice the percussion parts on page 122.


As appropriate, play a melody using appropriate dynamics.

Maintain an independent part on an instrument in a group while following the cues of a conductor.






READING, NOTATING, AND INTERPRETING MUSIC

Standard 3: Students read and notate music in simple meters and in treble and bass clef. They identify and correctly interpret symbols and terms for dynamics, tempo, articulation, and basic key signatures while playing.


4.3.1 Read, play, and notate patterns of whole, half, dotted half, quarter, eighth, and sixteenthnotes and rests in 2/4, 3/4, and 4/4 time signatures.

Have students read, play and notate patterns that are created on the board have students write the pattern down and write what each note and pattern is.

Read and notate half, quarter, and eighth notes, and quarter rests in 2 3 4 4 4 4meter signatures.

Development: Write the ostinatos rhythmic pattern on the board.

Teacher created pattern on the board.








4.3.2 Read given pitch patterns in treble or bass clef using letter names of the pitches, includingsuccessful identification of the keys of C and G major. Interpret the symbols for sharpsand naturals, and correctly play and notate them.

Have students copy different “Helpful Clues” (FACE, Every Good Boy Does Fine, etc) to help determine words that can be written on the staff.

Have students create their own words and finish a story with missing letters that can be spelled from the music staff.

Teacher created pattern on the board and paper.








4.3.3 Accurately read and notate musical symbols for fortissimo and pianissimo,D.S., ties, slurs, and tempo markings such as, accelerando and ritardando.

Have students listen to Love Can Build a Bridge pages 324-325 and identify different musical symbols such as fortissimo and pianissimo,D.S., ties, slurs, and tempo markings such as, accelerando and ritardando.

Accurately play or sing music depicting dynamics, tempo, and articulation.






IMPROVISING MELODIES AND ACCOMPANIMENTS

Standard 4: Students improvise rhythmic and melodic accompaniments to a known melody. They improvise simple rhythmic variations of familiar songs.


4.4.1 Create a rhythmic ostinato accompaniment to a given melody.

Create two-measure rhythm pattern to be repeated while the song “Limbo Like Me” (page 18) is played or sung.

To a given simple melody, have students create a 4 beat rhythmic ostinato on rhythm sticks.

Create rhythmic ostinato accompaniment to a given melody.









4.4.2 Create a melodic ostinato to accompany a song.

Invent a one-measure melodic pattern to be played or sung while the class sings “Canoe Song” (page 76).

Create melodic ostinato accompaniment to a given melody.









4.4.3 Create a rhythmic variation within a melody.

When the teacher plays the first line of a known song, change the rhythm or a part of the melody.

As a class, write a piece of music given specific guidelines.

Teacher Creates Melody or rhythm pattern.





COMPOSING AND ARRANGING MUSIC WITHIN SPECIFIED GUIDELINES

Standard 5: Students create and arrange music to go with readings or dramas. They create short songs or instrumental pieces and use a variety of sound sources when composing.


4.5.1 Create an original piece. Write a piece or a song at least eight measures long, in 2/4 or 4/4 time. Base the piece upon a famous character from drama or film.

Create an original composition. Teacher guided with given notes and measures.





COMPOSING AND ARRANGING MUSIC WITHIN SPECIFIED GUIDELINES

Standard 5: Students create and arrange music to go with readings or dramas. They create short songs or instrumental pieces and use a variety of sound sources when composing.


4.5.2 Perform an original composition on instruments.

Play a piece you have composed on keyboard, mallet, percussion, electronic, or classroom instruments.

The students use a recorder or bells to create an original composition. The students then notate their original melody onto staff paper.

Perform an original composition on traditional or non-traditional instruments.

Instruments and papers for notation.





LISTENING TO, ANALYZING, AND DESCRIBING MUSIC

Standard 6: Students identify simple music forms when heard. They discuss and describe aural examples of music of many styles and cultures, using appropriate musical terms when doing so. They identify the sounds of orchestral and band instruments. They also respond through movement to selected musical events while listening to music.


4.6.1 Diagram musical forms such as AB, ABA, or rondos.

AB – Big Rock Candy Mountain (page 330)ABA- Lion Sleeps Tonight (page 131)Rondo- La Raspa (page 302)Identify the form for each one.

Diagram various forms such as A B, A B A rondo.

Silver Burdett Making Music grade 4 book pages 330, 131. and 302.








4.6.2 Identify by sight and sound various instruments.

Name the members of the woodwind family when heard separately.

Identify by sight and sound various instruments and instrument families.

Silver Burdett Making Music grade 4 book Sound Bank pages 466-471.








4.6.3 Use movement to represent the musical characteristics and changes of a work as they are heard.

Use Hungarian Dance NO. 6 page 50. Have students create movements to the various tempos.

Use different movements to indicate changes in the form and characteristics of the music.

Silver Burdett Making Music grade 4 book page 50.








4.6.4 Keep a record of newly learned musical terms.

Have students look through their books for yellow boxes of new musical terms. Record where they where found and what they mean.

Match musical terms to their meanings or write a glossary of musical terms.

Silver Burdett Making Music grade 4 book.





UNDERSTANDING RELATIONSHIPS BETWEEN MUSIC, THE OTHER ARTS, AND DISCIPLINES OUTSIDE THE ARTS

Standard 7: Students identify similarities and differences in the meanings of common terms used in the fine arts. They identify similarities and differences in the meanings of common terms used between the arts and other subject areas.


4.7.1 Compare and contrast two or more meanings of terms used in the arts, such as unity,variety, repetition, and contrast.

Listen to a rondo “Rando: Allegro” (page 185) and study pictures of buildings designed by famous architects. Tell where you see or hear examples of repetition.

Compare and contrast two or more meanings of common terms used in various arts such as imagination, craftsmanship, organization, unity, variety, repetition, and contrast.

Silver Burdett Making Music grade 4 book pages 185.








4.7.2 Compare the science of sound as it relates to stringed and percussion instruments.

Tell how a violin, a piano, and a drum produce sound.

Explore the science of sound. Teacher demonstrates with various instruments that are brought to class or found in the class room.








4.7.3 Name ways that study of the arts differs from the study of other subjects.

Discuss with class are the differences between subjects and the similarities.

Identify dances or visual art forms that represent various cultures.

Chalkboard and teachers research.





UNDERSTANDING MUSIC IN RELATION TO HISTORY AND CULTURE

Standard 8: Students identify examples of familiar music by historical period. They describe how elements of music are used in music of various cultures, and compare the roles of musicians in other cultures.


4.8.1 Identify the historical period to which a famous work studied in class belongs.

Use the Songs, “Turn the Beat Around”, “Put a Little Love in Your Heart”, and “Soldier, Soldier” to discuss the differences in cultures and roles of musicians in each culture.

Use graphic organizers of your choices to help students organize information discussed.

Silver Burdett Making Music grade 4 pages 6-11and Teacher’s resource book








4.8.2 Compare and contrast musical examples from different cultures.

Many voices lesson which compares vocal timbres around the world, but also has some cultural information.

Listen to voices around the world and compare the timbre of their voices. Have students write what they discover and have them write any cultural information that may be relevant.

Silver Burdett Making Music grade 4 book page 30

Teacher’s resource book for organizers








4.8.3 Describe possible activities within another culture that would include music.

Study how musical activities in the Middle East, Europe, and America are alike or different, in conjunction with studies in other classes.

Use the celebration section of the book to track throughout the year how different cultures use music for celebrations.

Silver Burdett Making Music grade 4 celebrations index on page 582 and any rubric or organizers you choose to use from the Teacher’s resource book.





EVALUATING AND CRITIQUING MUSIC AND MUSIC PERFORMANCES

Standard 9: Students develop criteria for musical quality. They explain personal preferences for musical works and styles, using proper music terminology as it is learned. They evaluate the quality and effectiveness of their own and others’ compositions and performances. They also learn importance of proper concert behavior.


4.9.1 Take part in developing a class evaluation tool with which to evaluate performances and compositions.

With members of the class and with guidance from the teacher, write or state short phrases that describe qualities of good musical works.

Using pages 30-32 play examples and discuss various aspects (i.e. timbre, accompaniment, language, solo or group, style, dynamics).

Have students look at sample rubrics that either you create or that you copy from the resource book (even if it is tracking something other than musical works) to get ideas on what they want to include in their own rubric on qualities of good musical works. Develop a word wall or a vocabulary list in some way to track the kind of vocabulary you want them to use.

Teacher’s resource book – Silver Burdett Making Music assessment section.








4.9.2 Discuss likes and dislikes using familiar musical terms.


Group discussion to determine the categories for filling in the Semantic Feature Analysis (Graphic Organizer section of Resource Book). Once completed play each student individually shades in boxes on the sheet that correspond to what they are hearing. Once completed students would write two paragraphs about which pieces they liked and disliked.

Teacher’s resource book – Silver Burdett Making Music assessment section. Student books.








4.9.3 Evaluate musical works and performances using a class-written rubric or another evaluation tool.


Group discussion to determine the categories for filling in the Semantic Feature Analysis (Graphic Organizer section of Resource Book). Once completed play each student individually shades in boxes on the sheet that correspond to what they are hearing. Once completed students would write two paragraphs about which pieces they liked and disliked.









4.9.4 Discuss appropriate audience behavior within different musical settings.


Hold a class discussion on appropriate behavior using the songs from pages 30-32. Discuss different appropriate behavior in each songs setting.




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