james gravesgravesjj.weebly.com/uploads/3/8/0/2/38023921/fourth_grade... · james graves grade four...

James Graves

Grade Four Curriculum Map

Teacher: James Graves

Grade: 4/Music School: Dover Avenue Elementary School

September October

Essential

Questions How can instruments be played musically in an ensemble?

How is a canon performed both vocally and instrumentally?

How is music analyzed and understood?

How does a composer craft a piece with structure and musicality?

How can improvisation convey emotion?

What is the relationship between improvisation and other disciplines?

Content Instrument Families

Canon/round

Improvisation

Ostinato

Ohio Music

Standards 4.1CE Classify instruments by the four families of the orchestra.

4.3CE Listen, identify and respond to music of different composers and world cultures

4.1PR Sing a varied repertoire with accurate rhythm and pitch and expressive qualities

individually and with others

4.3PR Play a variety of classroom instruments with proper technique


4.4CE Discuss the lives and times of composers from various historical periods

4.5PR Improvise and compose short compositions using a variety of classroom

instruments and sound sources

4.5RE Interpret a selected musical work using dance, drama, or visual art

Assessments Rhythmic notation pre-assessment

Create a Musical Sentence open-ended composition

Handel composer project

Instrument family quiz

Hot Cross Buns group performance

Rhythmic exit slips (index cards)

Student work portfolio

Reflection journals

Partner performanceIts Raining

Quiz on Recorder

Oral questioningImprovisation

Recorder composition performance

Old Tom White group performance

One minute essayOstinato


Reflection journals

Activities Name GameGroup project

Movement notation gameThe Staff Has Five

ListenOrff instrument performance

Sagidi Sagidi SapopoStudent led canon exercise

Rhythmic explorationI Want To Rise

Shake the Papaya DownSyncopation demonstration

Hot Cross BunsGroup performance

Recorder performance songs

Oh It Aint Gonna RainOstinato movement exploration

Bubble Gum, Bubble GumOrff instrument performance

Syncopation composition--Get Up, Get Up

Q & A Improvisation--Old Joe Clarke

Get Downclass performance of ostinato

Recorder and orff instrument pieceOld Tom White

Only in OctoberMelodic contour canon

Mirroring with PartnersStudent led improvisation

VideoThe Life of J.S. Bach

Resources/

Technology SmartBoardVisual slides

Audio recordingsGiachino Antonio Handel

Orff instrumentsXylophones, metallophones, glockenspiels

Triangle

Cabasa

Guitar

Piano

SmartBoardVisual slides

Audio recordingsJohann Sebastian Bach, Rhythmically Moving CD Series

Video recordingsThe Life of J.S. Bach

Orff instruments

Recorders

Finger cymbals



November December

Essential

Questions How does form affect music?

What is the relationship between music and other disciplines?

What is heard or observed in music/performance?

What criteria can be used to evaluate a performance or composition?

Content Form

Musical notation

Tempo

Musical performances

Ohio Music

Standards 4.3CE Listen, identify and respond to music of different composers and world cultures

4.5CE Identify and respond to basic music forms (e.g., AABA and rondo)

4.4PR Sing, move and respond to music from world cultures and different composers

4.3RE Explain classification of musical instruments, voices, composers and forms using

appropriate music vocabulary


4.2PR Use the head voice to produce a light, clear sound employing breath support and

maintaining appropriate posture

4.8PR Demonstrate appropriate audience etiquette at live performances

4.1RE Explain how the elements and subject matter of music connect with disciplines

outside the arts

4.6RE Use constructive feedback to improve and refine musical performance and response

Assessments Note identification pre-assessment

Misconception checkForm assessment

French Song reflection paper prompt

Form Visual Concept Map

Treble Clef/Bass Clef Note quiz

The Blacksmith six-part ensemble performance


Reflection journals

Clef flash card pre-assessment

Instrument performance piece

Analogy promptTempo

Individual reflection videoNutcracker Ballet

HOLIDAYS! group composition project

Winter Concert constructed response


Reflection journals

Activities French SongGuest soloist and vocal performance

Orff instrument piece--The Blacksmith (Rondo Form)

Over the River and Through the WoodsQ & A improvisation with AABA Form

No One in the HouseABA form song and dance

Partner improvisation gameGavotte

Do It Well!AB Form rhythmic composition

Veterans Day PerformancePatriotic songs

Student led danceShadowing

One on One flash card game

Little TrainTempo performance piece

Sleigh Ride active listening activity

Tchaikovsky Nutcracker Ballet field trip

Zemer AtikIsraeli dance performance

HOLIDAYS! group composition project

Orff instrument pieceChristmas Bells

Jump! Partner improvisation dance

Winter Season ConcertTraditional songs for all Holidays

Resources/


Audio recordingsLudwig van Beethoven, Rhythmically Moving CD Series

LaptopsReflection paper

Orff instruments

Temple Blocks

Conga Drum

Recorders

Hand drum

Piano


Audio recordingsPyotr Tchaikovsky, Leroy Anderson, Zemer Atik, Rhythmically Moving

CD Series

iPads

Video cameras

Orff instruments

Guitar

Hand drum

Sleigh bells

Tambourine



January February

Essential

Questions How does emotion affect music?

How does an individual contribute to an ensemble performance?

What are the essential elements in a musical composition?

How can multiple parts be identified in a performance?

Content Major/minor

Harmony

Time signatures

Ensemble composition

Ohio Music


4.6CE Identify elements of music using developmentally appropriate vocabulary

4.7CE Describe the roles of musicians in various settings

4.7PR Read, write and perform extended pentatonic melodies on the treble staff in G-do,

F-do and C-do using a system (e.g., solfege,

numbers or letters)

4.2RE Describe the connection between emotion and music in selected musical works


4.8CE Describe the use of technology and digital tools in music

4.6PR Read, write and perform using sixteenth through whole note values including

syncopated rhythms in 2/4, 3/4, and 4/4 meter


Assessments KWL ChartMajor/minor

Recorder piece performance

Major/minor analogy prompts

Creating Haiku group project

Self-assessment reflection on performance


Reflection journals

Learning/response logs

Partner time signature piece performanceNow Let Me Fly

Four cornersEnsemble structure

Follow the Drinking Gourd written composition (iPads)

Roses are RedTime signature group project

Evaluation presentation on iPad composition


Reflection journals

Activities Patty Cake SwitchCircle dance

Chipper Chopper JoeABA Orff composition

Partner two-part canonThis is a Piece for Drums

Follow the Drinking GourdRecorder folk song

Q&A Melodic improvisationWhoops!

Recorder Games

Snow DayMoving bourdun instrument piece

Creating Haiku Group Project

Conducting in 3 performance

Lullaby3/4 Recorder piece

Shadowing with PartnersSong composition

Orff instrument piecePossum Come A-Knockin

Musical Theater selection performances

A My Name IsMelodic and harmonic improvisation composition

Roses are Red Time Signature Group Project

Improvisation GamesQ & A on Recorder

Shadowing in Groupsdance interpretation

Four-part ensemble performanceQueen, Queen Caroline

Follow the Drinking Gourd orchestration composition

Now Let Me FlyPartner time signature piece

Resources/


Audio recordingsMiriam Makeba, Rhythmically Moving CD Series

Orff instruments

Wind chimes

Recorders

Guiros

Kalimba


Audio recordingsScott Joplin, Broadway musicals, Rhythmically Moving CD Series

Orff instruments

iPads

Conga drum

Maracas

Wood block



March April

Essential

Questions How is music communicated?

How does dynamics convey mood in music?

How does music reflect as well as shape history and culture?

What characteristics of instruments (and the voice) produce varying timbres?

How are ensembles structured to produce melodic and harmonic voices?

How does an individual contribute to the whole?

Content Dynamics

Music scales

Rhythm

Timbre

Ohio Music





numbers or letters)


4.2CE Describe the way sound is produced by various instruments and the human voice




4.3RE Explain classification of musical instruments, voices, composers and forms

using appropriate music vocabulary

Assessments Numbered heads togetherBunny Hop dynamics

Index card summariesscales

Composition piece

Culture of Music research project

Scales are a Breeze performance quiz


Reflection journals

Ensemble compositionLost My Gold Ring

Quick writetimbre of instruments

Oral questioning (probes)rhythm

Open-ended questions

Rhythm cardsinformal observation

Open-ended responsePeter and the Wolf


Reflection journals

Activities The Bridge of Athlonefolk song partner dance

Scales are a Breezestudent led performance

The Bunny Hopmovement exploration with dynamics

Yangtze Boat Songstudent led Q & A improvisation

Orff instrument composition pieceThere Will Be Weather

Doctor Bellensemble performance

Culture of Music research project

Lost My Gold RingRondo ensemble composition

Two-part partner danceBannielou Lambaol

There Will Be Weatherclass composition

Ostinato GameTriplet activity

Sally in the KitchenSolfege hand sign orchestration

Rhythm cards

Shout Little Lulustudent led improvisation

Peter and the WolfVideo

Resources/


Audio recordingsTan Dun, Blarney Pilgrim, Rhythmically Moving CD Series

Laptops


Wind chimes

Temple blocks

Gong


Audio recordingsSergei Prokofiev, Rhythmically Moving CD Series

VideoPeter and the Wolf (Prokofiev)


Temple blocks

Cowbell

Tambourine

Cabasa


Grade: 4/Music

May

Essential

Questions Why and how do people create music?

To what purpose does music serve?

What does music tell us about people and cultures?

Content Chord progression

Musical elements

Ohio Music



4.1RE Explain how the elements and subject matter of music connect with disciplines outside

the arts


Assessments Socratic seminarDiscussion on musical elements

Think-pair-shareComposition exercises

iPad musical element composition

Informal observationCreative dance, Twelfth Street Rag, Ella Fitzgerald, Visualizing form

Musical elements written assessment

Question boardChord progression

Student portfolio

Reflection journals

Joaquin Rodrigostudent-led discussion

Activities Roll the ChariotOrff instrument chord progression piece

Musical element compositionThe Napping House (iPads)

Rock passing game

Sansa Kromapartner folk song

Notation Dictation Game

La Raspa creative dance

Musical elements written assessment

Visualizing formgroup project

Ella Fitzgeraldimprovisation performance

Twelfth Street Ragjazz song performance

Resources/


Audio recordingsJoaquin Rodrigo, Ella Fitzgerald, Popular music recordings,

Rhythmically Moving CD Series

iPads

Video-recorder

Recorders

Symphony Pro notation software

Visualizing form cards

Orff instruments

Unpitched percussion

Grade Four Musical Elements Unit Plan



Day One: Roll the Chariot Day Two: Joaquin Rodrigo

Essential



How are ensembles structured to produce melodic and harmonic voices?

Why and how do people create music?


What is the relationship between dance and music?

Content Musical Elements

Harmony

Form

Musical Elements

Dance

Rhythm

Ohio Music

Standards 4.1PR Sing a varied repertoire with accurate

rhythm and pitch and expressive qualities






numbers or letters)


4.4PR Sing, move and respond to music from world cultures and different composers

4.8PR Demonstrate appropriate audience etiquette at live performances.


Assessments Informal observationRoll the Chariot

Exit slipsharmony



Reflection journals

Student-led discussion of Concierto de Aranjuez

Rhythmic composition

La Raspainformal observation of dance performance

Index card summariesrhythms


Reflection journals

Activities Roll the Chariotstudents will compose and perform chord progression piece using I-V

orchestration on Orff instruments with

unpitched percussion accompaniment

Musical Form one-minute essaystudents will write one-minute essay on the form of Roll the

Chariot


Exit slipsstudents will answer harmony questions as a check for understanding

Joaquin Rodrigostudents will analyze Rodrigos Concierto de Aranjuez in rhythmic

values in a student-led discussion

Rhythmic compositionstudents will composer short rhythmic example using

values from the discussion

La Raspastudents will interpret music in dance and perform for classmates

Index card summariesstudents will identify and analyze use of rhythmic values in

performance

Resources SmartBoardVisual slides

Orff instruments

Unpitched percussion instruments


Audio recordingsConcierto de Aranjuez by Joaquin Rodrigo, La Raspa from Rhythmically

Moving CD

Teacher:

James Graves


Day Three: The Napping House Day Four: Old Brass Wagon

Essential



How can multiple parts be identified in performance?



How can melody be interpreted in dance?


Ensemble composition

Musical Elements

Melody

Ohio Music

Standards 4.8CE Describe the use of technology and

digital tools in music.


instruments and sound sources.


syncopated rhythms in 2/4, 3/4, and 4/4 meter.

4.7PR Read, write and perform extended pentatonic melodies on the treble clef staff in

G-do, F-do, and C-do using a system (e.g.,

solfege, numbers, or letters)








Assessments Musical Elements CompositionThe Napping House

Four cornersensemble structure


Reflection journals

Informal observationNotation dictation game

Old Brass Wagondance and melodic composition

Quick-writereflection on video recording


Reflection journals

Activities The Napping Housestudents will demonstrate purpose of ensemble

instrumentation through the use of Orff

instruments and recorder on iPad composition

Four Cornersstudents will identify with the statement Ensemble structure is a necessity in

a musical composition followed by a

discussion on the purpose of musical structure

Notation dictation gamein teams, students will identify and demonstrate musical notes on

the treble and bass clef staves

Old Brass Wagonstudents will utilize rhythms and melodies from notation dictation

game to compose and perform dance and song

with recorders

Quick writestudents will reflect on performances of classmates and share

responses with class


Orff instruments

Recorders

iPads with Symphony Pro notation software


Video-recorder

Recorders



Day Five: Musical Elements Written Assessment Day Six: Sansa Kroma

Essential



What are the essential elements in a musical composition?



What characteristics of instruments (and the voice) produce varying timbres?


Composition

Musical Elements

Timbre

Ohio Music

Standards 4.6CE Identify elements of music using

developmentally appropriate vocabulary














Assessments Musical Elements Written Assessment


Reflection journals

Rock passing gameinformal observation

Sansa Kromapartner folk song

Think-pair-shareComposition exercises


Reflection journals

Activities Musical Elements Written Assessmentstudents will demonstrate knowledge of

musical elements through fill-in-the blank,

short answer, multiple choice, and composition

exercises

Rock passing gamestudents will perform Sansa Kroma rock passing game as an

introduction to the melody

Sansa Kromastudents will demonstrate diverse timbres of instrumentation through

performance of Sansa Kroma partner folk

song on wood, metal, and skin instruments

Think-pair-sharestudents will utilize think-pair-share technique to discuss use of timbre

in Sansa Kroma folk song

Resources Musical Elements Written Assessment SmartBoardVisual slides

Orff instruments

Conga drums

Kalimba

Agog



Day Seven: Twelfth Street Rag Day Eight: Socratic Seminar

Essential



How does form affect music?



What does music tell us about people and cultures?


Form

Musical Elements

Popular Music

Ohio Music

Standards 4.5CE Identify and respond to basic music

forms (e.g., AABA and rondo)



4.2PR Use the head voice to produce a light, clear sound employing breath support and

maintaining appropriate posture.



4.7CE Describe the roles of musicians in various music settings

4.1RE Explain how the elements and subject matter of music connect with disciplines

outside the arts

4.2RE Describe the connection between emotion and music in selected musical works

4.3RE Explain classification of musical instruments, voices, composers, and forms

using appropriate music vocabulary

Assessments Visualizing formgroup project

Twelfth Street Ragjazz song performance

One minute essayform


Reflection journals

Socratic seminarDiscussion on musical elements in popular music

Open-ended response


Reflection journals

Activities Visualizing formstudents will create visual representation of form using previously learned

song in music class

Ella Fitzgeraldstudents will listen to vocal scatting and will demonstrate technique through

individual improvisation

Twelfth Street Ragstudents will perform jazz song in Rondo form using scatting

improvisation techniques

One-minute essaystudents will summarize and analyze use of form in music in jazz

improvisation

Socratic seminarstudents will analyze and discuss the use and purpose of musical

elements in popular music performances

Open-ended responsestudents will write an open-ended essay in reply to opponents

argument in the Socratic seminar highlighting

misconceptions held by both their opponent

and themselves


Audio RecordingsOne Night Samba by Ella Fitzgerald, Twelfth Street Rag from

Rhythmically Moving CD

Visualizing form cards


Audio recordingsSomebody That I Used To Know by Gotye, Just The Way You Are by

Bruno Mars, Moves Like Jagger by Maroon 5,

I Gotta Feeling by The Black Eyed Peas



Day Nine: Musical Elements Composition Day Ten: Musical Elements Performance

Essential



How is technology and music integrated in society?




Composition

Musical Elements

Performance

Ohio Music

Standards 4.8CE Describe the use of technology and

digital tools in music.







solfege, numbers, or letters).


individually and with others.

4.3PR Play a variety of classroom instruments with proper technique







solfege, numbers, or letters).

4.8PR Demonstrate appropriate audience etiquette at live performances.

Assessments Informal assessment of student compositions

Technology and Music open-ended discussion


Reflection journals

Musical Elements Performance Assessment

Musical Elements Reflection


Reflection journals

Activities Musical Elements Compositionstudents will work on musical elements composition

Technology and Music Discussionstudents will reflect on use of technology and music in

society

Musical Elements Performancestudents will perform Musical Elements Compositions for

class

Musical Elements Reflectionstudents will write a one-page reflection analyzing the

composition and performance of another

group in class


Musical Elements Composition Assessment


Recorders

Orff instruments


Video-recorder

Recorders

Orff instruments

Fourth Grade Elements of Music Assessment- Ohio Revised Music Standards:

*6CE Identify elements of music using developmentally appropriate vocabulary.

*6PR Read, write and perform using sixteenth through whole note values including syncopated rhythms in 2/4,

3/4, and 4/4 meter.

Fourth Grade Elements of Music Assessment (50 points)

Name: _________________________________ Date: _____________________

Class: _________________________________

PART I DYNAMICS/TIME SIGNATURES: (10 points) Choose the appropriate term from the

word bank to go with the description.

1. The music is at a medium loud volume _____________________

2. The music is at a medium soft volume _____________________

3. The music is at a soft volume _____________________

4. The music is at a loud volume _____________________

5. In the space provided, explain what each number of the time signatures mean.

4 =

4 =

3 =

4 =

2 =

4 =

PAGE 1

WORD BANK f

mp

p

mf

Name: _______________________________

PART II IDENTIFY ELEMENTS OF MUSIC: (10 points) Circle the letter of the correct answer

for each of the following definitions, terms, and symbols:

1. The main tune of a song is called the __________. a. tone b. harmony c. melody d. rhythm

2. The Treble clef is also known as the____________ .

a. B flat clef b. G clef c. F Clef d. C Clef

3. The overall structure or plan of a piece of music is called the __________.

a. melody b. form c. harmony d. rhythm

PAGE 2

Name: ____________________________

4. The curved lines that connect notes together to make a longer sound are called .

a. slurs b. ties c. fermatas d. rests

5. Dynamics refers to the of music.

a. speed b. volume c. pitch d. key

6. There will be a at the end of a piece of music.

a. double bar line

b. tenuto

c. staff

d. legato

7. A indicates the musicians are to hold a note until the

conductor stops them.

a. vibrato

b. stop sign

c. staccato

d. fermata

PAGE 3

Name: ________________________

8. Notes above or below the staff are called

a. ledger lines

b. octaves

c. crescendo lines

d. expansion lines

9. The space between two bar lines is a .

a. meter

b. measure

c. note

d. staff

10. The Bass clef is also known as the .

a. C clef

b. F clef

c. G clef

d. Db clef

PAGE 4

Name: __________________________

PART III PITCH: (10 points) Correctly label the following notes of

the Treble and Bass Clefs.

NOTE NAME: _____ _____ _____ _____ _____

NOTE NAME: _____ _____ _____ _____ _____

PAGE 5

Name: __________________________

PART IV RHYTHMIC COMPOSITION: (20 points) Create rhythm patterns in the measures

below using what you have learned about the elements of music. Each box needs to look

different. Use various rhythmic symbols and markings from the following:

q j h d

n m eq e j

w y M e

Q E H W

p mp mf f

PAGE 6

Name: __________________________

Class: _____________________________

Fourth Grade Musical Elements Assessment Grading Rubric

PART I DYNAMICS/TIME SIGNATURES: (10 points)

Fill in the blank 1 point per correct answer items 1-4 (4 points)

Define the time signature numbers 1 point per correct answer (6 points) Total: _______ / 10

PART II IDENTIFY ELEMENTS OF MUSIC: (10 points)

Multiple Choice 1 point per correct answer items 1-10 Total: ______ / 10

PART III PITCH: (10 points)

Labeling pitches shown on Treble and Bass Staves - 1 point per correct

answer in each blank Total: ______ / 10

PART IV RHYTHMIC COMPOSITION: (20 points)

Four beats in each measure of 4/4 (4 points) Total: _____ / 4

Rhythm notation drawn correctly (2 points per measure = 8 points) Total: _____ / 8

Different types of rhythms used

(2 points for each measure showing a different rhythm = 8 points) Total: _____ / 8

Overall Score: _______ / 50 = ________ %

Fourth Grade Elements of Music Composition Assessment- Ohio Revised Music Standards:

*8CE Describe the use of technology and digital tools in music. *1PR Sing a varied repertoire with accurate rhythm and pitch and expressive qualities individually and with others. *2PR Use the head voice to produce a light, clear sound employing breath support and maintaining appropriate posture. *3PR Play a variety of classroom instruments with proper technique *5PR Improvise and compose short compositions using a variety of classroom instruments and sound sources. *6PR Read, write and perform using sixteenth through whole note values including syncopated rhythms in 2/4, 3/4, and 4/4 meter.

*7PR Read, write and perform extended pentatonic melodies on the treble clef staff in G-do, F-do, and C-do using a system (e.g., solfege, numbers, or letters). *8PR Demonstrate appropriate audience etiquette at live performances.

Fourth Grade Elements of Music Composition Assessment (100 points)

Name: _______________________________________ Date: _____________________

Group Members Name: ________________________

Group Members Name: ________________________

Class: ______________________________________

Directions: From what we have learned throughout the Musical Elements Unit, apply the

concepts of rhythm, melody, harmony, tempo, balance, form, and instrumentation to compose an

eight-measure piece using the Soprano Recorder, voice, and Orff Xylophone. Students will be

assigned to groups of three students and will perform the composed piece for the class. The

composed piece must be completed in the Symphony Pro software using Dover Avenue

Elementary Schools iPad set, as well as in sheet notation. When composing your music, please

use the rhythmic symbols and markings found below. You must select one time signature for the

meter of the piece. Finally, please type a one-page self-reflection analyzing the composition and

performance of another group in your class.

q j h d

n m eq e j

w y M e

Q E H W

f mp p mf

Soprano Recorder Part

Voice Part

Lyrics:

Lyrics:

Lyrics:

Lyrics:

Orff Xylophone Part

Musical Elements Composition Rubric

3 = Masterful 2 = Skilled 1 = Developed 0 = Unobserved

Music Score Combines all musical elements in a

knowledgeable and

skillful way;

composition connects

musical elements with

all voices of

orchestration

Demonstrates use of

all musical elements;

composition includes

musical elements

within most, if not all,

voices of orchestration

Applies some musical

elements; composition

contains musical

elements within some


No evidence of

thoughtful use of

musical elements

Music Notation Displays careful thought in notation and

inclusion of all musical


is free of any errors in

notation

Demonstrates accurate

notation and inclusion

of musical elements;

composition contains

minimal, if any, errors

in notation

Applies basic notation

and inclusion of

musical elements;

composition contains

significant errors in

notation

No evidence of use of

music notation

Creativity Blends musical elements in a flowing

manner; composition

brings together voices

of orchestration in an

original way

Demonstrates musical

elements in an in-depth

and thoughtful way;

composition connects


together

Applies some musical


includes voices of

orchestration

No evidence of

thoughtful use of

musical elements

Technology Involves use of iPad, Symphony Pro music

notation software, and

orchestration in an

unified manner

Demonstrates

complete use of iPad,

Symphony Pro music

notation software, and

orchestration

Applies some use of

the iPad or Symphony

Pro music notation

software

No evidence of use of

iPad or Symphony Pro

music notation

software

Performance Interprets composition in a powerful and

expressive

presentation;

performance is free of

musical errors

Demonstrates

composition in a

skilled fashion;

performance contains

minimal, if any,

musical errors

Presents composition

in a basic approach;

performance contains

significant musical

errors

No evidence of

performance

Reflection Evaluates composition and performance of

others in an

informative manner

and includes an

analysis of all musical

elements

Analyzes the

composition and

performance of others

with attention to the

use of most, if not all,

musical elements

Discusses parts of the

composition and

performance of others

with little or no

attention to the use of

musical elements

No evidence of

self-reflection

Overall Score: _______ / 100 = ________ %

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