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Arts Education (2017) Grade(s): 4 - Music

AE17.MU.4.1

Improvise rhythmic, melodic, and harmonic ideas, and explain connection to specific social and cultural purposes and contexts.

Example: Use a variety of found, pitched, and rhythmic instruments to orchestrate primary components of a story.

Unpacked Content

Essential Questions

EU: The creative ideas, concepts, and feelings that influence musicians' work emerge from a variety of sources.
EQ: How do musicians generate creative ideas?

Skills Examples

Performing
  • With limited guidance, perform simple chord progressions on pitched instruments.
  • Play a variety of classroom instruments with proper technique.
  • Use the head voice to produce a light, clear sound employing breath support and maintaining appropriate posture.
Creating
  • With limited guidance, improvise or compose a 2-4 measure musical idea, a pentatonic melody, or a rhythm pattern using age-appropriate note values.
  • Create vocal harmony using rounds, ostinati, canons and partner songs.
Reading/ Writing
  • Use notation and/or recording technology to document personal musical ideas.
Responding/ Evaluating
  • Describe the way sound is produced by various instruments and the human voice.
  • Listen, identify and respond to music of different composers and world cultures.

Vocabulary

Rhythm
  • Conducting patterns in
  • Syncopation
Melody
  • Pitch set: Do, Re, Mi, Fa, So, Ti
  • Treble clef reading (La, So, Mi, Re, Do)
  • Middle C through High B
  • Create melodic sequences
  • Half-step
  • Whole step
Harmony
  • Canons
  • Chord components
  • Chord progression (I, V)
  • Crossover bordun
Form
  • Phrasing: antecedent and consequent
  • D.C. al coda
  • Fine
Expression
  • pp through ff
Other
  • Age-appropriate audience and performer etiquette
  • Orchestra instruments within the 4 families
  • Age-appropriate pitch matching (A3-E5)

Anchor Standards

Anchor Standard 1: Generate and conceptualize artistic ideas and work.

Aligned Learning Resources

Using Our Voices to Improvise
Rhythms From Around the World
Listen Up, Canada
Musical Hooves on the Steppes: The Morin Huur of Mongolia
Quartet Chief
Elementary Improvisation: Part 1
Elementary Improvisation: Part 2
Elementary Improvisation: Part 3
Elementary Improvisation: Part 4
Elementary Improvisation: Part 5
Elementary Improvisation: Part 6
Elementary Improvisation: Part 7
Elementary Improvisation: Part 8
Arts Education (2017) Grade(s): 4 - Music

AE17.MU.4.2

Generate musical ideas within related tonalities and meters.

Example: Notate simple rhythms and melodies within a specified meter and tonality.

Unpacked Content

Essential Questions

EU: The creative ideas, concepts, and feelings that influence musicians' work emerge from a variety of sources.
EQ: How do musicians generate creative ideas?

Skills Examples

Performing
  • With limited guidance, perform simple chord progressions on pitched instruments.
  • Play a variety of classroom instruments with proper technique.
  • Use the head voice to produce a light, clear sound employing breath support and maintaining appropriate posture.
Creating
  • With limited guidance, improvise or compose a 2-4 measure musical idea, a pentatonic melody, or a rhythm pattern using age-appropriate note values.
  • Create vocal harmony using rounds, ostinati, canons and partner songs.
Reading/ Writing
  • Use notation and/or recording technology to document personal musical ideas.
Responding/ Evaluating
  • Describe the way sound is produced by various instruments and the human voice.
  • Listen, identify and respond to music of different composers and world cultures.

Vocabulary

Rhythm
  • Conducting patterns in
  • Syncopation
Melody
  • Pitch set: Do, Re, Mi, Fa, So, Ti
  • Treble clef reading (La, So, Mi, Re, Do)
  • Middle C through High B
  • Create melodic sequences
  • Half-step
  • Whole step
Harmony
  • Canons
  • Chord components
  • Chord progression (I, V)
  • Crossover bordun
Form
  • Phrasing: antecedent and consequent
  • D.C. al coda
  • Fine
Expression
  • pp through ff
Other
  • Age-appropriate audience and performer etiquette
  • Orchestra instruments within the 4 families
  • Age-appropriate pitch matching (A3-E5)

Anchor Standards

Anchor Standard 1: Generate and conceptualize artistic ideas and work.

Aligned Learning Resources

Song Maker
Yes! I Wanna! Learn Music From Botswana!
Antonin Dvorak
Music Through the EARS of Beethoven
Movement of the Animals
Guess What's on My Mind
Three Little Birds
Creating a Musical Hook
Arts Education (2017) Grade(s): 4 - Music

AE17.MU.4.3

Demonstrate selected and organized musical ideas for an improvisation, arrangement, or composition to express intent and explain the connection to purpose and context.

Unpacked Content

Essential Questions

EU: Musicians' creative choices are influenced by their expertise, context, and expressive intent.
EQ: How do musicians make creative decisions?

Skills Examples

Performing
  • With limited guidance, perform simple chord progressions on pitched instruments.
  • Play a variety of classroom instruments with proper technique.
  • Use the head voice to produce a light, clear sound employing breath support and maintaining appropriate posture.
Creating
  • With limited guidance, improvise or compose a 2-4 measure musical idea, a pentatonic melody, or a rhythm pattern using age-appropriate note values.
  • Create vocal harmony using rounds, ostinati, canons and partner songs.
Reading/ Writing
  • Use notation and/or recording technology to document personal musical ideas.
Responding/ Evaluating
  • Describe the way sound is produced by various instruments and the human voice.
  • Listen, identify and respond to music of different composers and world cultures.

Vocabulary

Rhythm
  • Conducting patterns in
  • Syncopation
Melody
  • Pitch set: Do, Re, Mi, Fa, So, Ti
  • Treble clef reading (La, So, Mi, Re, Do)
  • Middle C through High B
  • Create melodic sequences
  • Half-step
  • Whole step
Harmony
  • Canons
  • Chord components
  • Chord progression (I, V)
  • Crossover bordun
Form
  • Phrasing: antecedent and consequent
  • D.C. al coda
  • Fine
Expression
  • pp through ff
Other
  • Age-appropriate audience and performer etiquette
  • Orchestra instruments within the 4 families
  • Age-appropriate pitch matching (A3-E5)

Anchor Standards

Anchor Standard 2: Organize and develop artistic ideas and work.

Aligned Learning Resources

Rhythms From Around the World
One Flute, Two Flute, Red Flute, Blue Flute: Nigerian-Style Flute Music
Harriet Tubman: Secret Messages Through Song
Arts Education (2017) Grade(s): 4 - Music

AE17.MU.4.4

Use standard and/or iconic notation and/or recording technology to document personal rhythmic, melodic, and simple harmonic musical ideas.

Unpacked Content

Essential Questions

EU: Musicians' creative choices are influenced by their expertise, context, and expressive intent.
EQ: How do musicians make creative decisions?

Skills Examples

Performing
  • With limited guidance, perform simple chord progressions on pitched instruments.
  • Play a variety of classroom instruments with proper technique.
  • Use the head voice to produce a light, clear sound employing breath support and maintaining appropriate posture.
Creating
  • With limited guidance, improvise or compose a 2-4 measure musical idea, a pentatonic melody, or a rhythm pattern using age-appropriate note values.
  • Create vocal harmony using rounds, ostinati, canons and partner songs.
Reading/ Writing
  • Use notation and/or recording technology to document personal musical ideas.
Responding/ Evaluating
  • Describe the way sound is produced by various instruments and the human voice.
  • Listen, identify and respond to music of different composers and world cultures.

Vocabulary

Rhythm
  • Conducting patterns in
  • Syncopation
Melody
  • Pitch set: Do, Re, Mi, Fa, So, Ti
  • Treble clef reading (La, So, Mi, Re, Do)
  • Middle C through High B
  • Create melodic sequences
  • Half-step
  • Whole step
Harmony
  • Canons
  • Chord components
  • Chord progression (I, V)
  • Crossover bordun
Form
  • Phrasing: antecedent and consequent
  • D.C. al coda
  • Fine
Expression
  • pp through ff
Other
  • Age-appropriate audience and performer etiquette
  • Orchestra instruments within the 4 families
  • Age-appropriate pitch matching (A3-E5)

Anchor Standards

Anchor Standard 2: Organize and develop artistic ideas and work.

Aligned Learning Resources

Song Maker
Kandinsky
Scratch
Groove Pizza
Incredibox
Incredibox to the Rescue
Arts Education (2017) Grade(s): 4 - Music

AE17.MU.4.5

Evaluate, refine, and document revisions to personal music, applying teacher-provided and collaboratively-developed criteria and feedback to show improvement over time.

Unpacked Content

Essential Questions

EU: Musicians evaluate, and refine their work through openness to new ideas, persistence, and the application of appropriate criteria.
EQ: How do musicians improve the quality of their creative work?

Skills Examples

Performing
  • With limited guidance, perform simple chord progressions on pitched instruments.
  • Play a variety of classroom instruments with proper technique.
  • Use the head voice to produce a light, clear sound employing breath support and maintaining appropriate posture.
Creating
  • With limited guidance, improvise or compose a 2-4 measure musical idea, a pentatonic melody, or a rhythm pattern using age-appropriate note values.
  • Create vocal harmony using rounds, ostinati, canons and partner songs.
Reading/ Writing
  • Use notation and/or recording technology to document personal musical ideas.
Responding/ Evaluating
  • Describe the way sound is produced by various instruments and the human voice.
  • Listen, identify and respond to music of different composers and world cultures.

Vocabulary

Rhythm
  • Conducting patterns in
  • Syncopation
Melody
  • Pitch set: Do, Re, Mi, Fa, So, Ti
  • Treble clef reading (La, So, Mi, Re, Do)
  • Middle C through High B
  • Create melodic sequences
  • Half-step
  • Whole step
Harmony
  • Canons
  • Chord components
  • Chord progression (I, V)
  • Crossover bordun
Form
  • Phrasing: antecedent and consequent
  • D.C. al coda
  • Fine
Expression
  • pp through ff
Other
  • Age-appropriate audience and performer etiquette
  • Orchestra instruments within the 4 families
  • Age-appropriate pitch matching (A3-E5)

Anchor Standards

Anchor Standard 3: Refine and complete artistic work.
Arts Education (2017) Grade(s): 4 - Music

AE17.MU.4.6

Present the final version of personally created music to others and explain expressive intent.

Unpacked Content

Essential Questions

EU: Musicians' presentation of creative work is the culmination of a process of creation and communication.
EQ: When is creative work ready to share?

Skills Examples

Performing
  • With limited guidance, perform simple chord progressions on pitched instruments.
  • Play a variety of classroom instruments with proper technique.
  • Use the head voice to produce a light, clear sound employing breath support and maintaining appropriate posture.
Creating
  • With limited guidance, improvise or compose a 2-4 measure musical idea, a pentatonic melody, or a rhythm pattern using age-appropriate note values.
  • Create vocal harmony using rounds, ostinati, canons and partner songs.
Reading/ Writing
  • Use notation and/or recording technology to document personal musical ideas.
Responding/ Evaluating
  • Describe the way sound is produced by various instruments and the human voice.
  • Listen, identify and respond to music of different composers and world cultures.

Vocabulary

Rhythm
  • Conducting patterns in
  • Syncopation
Melody
  • Pitch set: Do, Re, Mi, Fa, So, Ti
  • Treble clef reading (La, So, Mi, Re, Do)
  • Middle C through High B
  • Create melodic sequences
  • Half-step
  • Whole step
Harmony
  • Canons
  • Chord components
  • Chord progression (I, V)
  • Crossover bordun
Form
  • Phrasing: antecedent and consequent
  • D.C. al coda
  • Fine
Expression
  • pp through ff
Other
  • Age-appropriate audience and performer etiquette
  • Orchestra instruments within the 4 families
  • Age-appropriate pitch matching (A3-E5)

Anchor Standards

Anchor Standard 3: Refine and complete artistic work.
Arts Education (2017) Grade(s): 4 - Music

AE17.MU.4.7

Demonstrate and explain how the selection of music to perform is influenced by personal interest, knowledge, context, and technical skill.

Unpacked Content

Essential Questions

EU: Performers' interest in and knowledge of musical works, understanding of their own technical skill, and the context for a performance influence the selection of repertoire.
EQ: How do performers select repertoire?

Skills Examples

Performing
  • Sing, move and respond to music from world cultures and different composers.
  • Sing a varied repertoire with accurate rhythm, pitch and expressive qualities individually and with others.
Creating
  • With limited guidance, Improvise and compose short compositions using a variety of classroom instruments and sound sources.
Reading/ Writing
  • Read, write and perform using rhythm patterns that include syncopated rhythms, in 2/4, 3/4 and 4/4 meter.
Responding/ Evaluating
  • Use the head voice to produce a light, clear sound employing breath support and maintaining appropriate posture.
  • Use student developed criteria to critique their own performances and the performances of others.

Vocabulary

Rhythm
  • Conducting patterns in
  • Syncopation
Melody
  • Pitch set: Do, Re, Mi, Fa, So, Ti
  • Treble clef reading (La, So, Mi, Re, Do)
  • Middle C through High B
  • Create melodic sequences
  • Half-step
  • Whole step
Harmony
  • Canons
  • Chord components
  • Chord progression (I, V)
  • Crossover bordun
Form
  • Phrasing: antecedent and consequent
  • D.C. al coda
  • Fine
Expression
  • pp through ff
Other
  • Age-appropriate audience and performer etiquette
  • Orchestra instruments within the 4 families
  • Age-appropriate pitch matching (A3-E5)

Anchor Standards

Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.

Aligned Learning Resources

Shared Songs
Discovering the East of China: Chinese Music in Elementary School
Arts Education (2017) Grade(s): 4 - Music

AE17.MU.4.8

Demonstrate understanding of the formal structure and the rudimentary elements of music in music selected for performance.

Example: Perform music in the jazz style and identify syncopated rhythms.

Unpacked Content

Essential Questions

EU: Analyzing creators' context and how they manipulate elements of music provides insight into their intent and informs performance.
EQ: How does understanding the structure and context of musical works inform performance?

Skills Examples

Performing
  • Sing, move and respond to music from world cultures and different composers.
  • Sing a varied repertoire with accurate rhythm, pitch and expressive qualities individually and with others.
Creating
  • With limited guidance, Improvise and compose short compositions using a variety of classroom instruments and sound sources.
Reading/ Writing
  • Read, write and perform using rhythm patterns that include syncopated rhythms, in 2/4, 3/4 and 4/4 meter.
Responding/ Evaluating
  • Use the head voice to produce a light, clear sound employing breath support and maintaining appropriate posture.
  • Use student developed criteria to critique their own performances and the performances of others.

Vocabulary

Rhythm
  • Conducting patterns in
  • Syncopation
Melody
  • Pitch set: Do, Re, Mi, Fa, So, Ti
  • Treble clef reading (La, So, Mi, Re, Do)
  • Middle C through High B
  • Create melodic sequences
  • Half-step
  • Whole step
Harmony
  • Canons
  • Chord components
  • Chord progression (I, V)
  • Crossover bordun
Form
  • Phrasing: antecedent and consequent
  • D.C. al coda
  • Fine
Expression
  • pp through ff
Other
  • Age-appropriate audience and performer etiquette
  • Orchestra instruments within the 4 families
  • Age-appropriate pitch matching (A3-E5)

Anchor Standards

Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.

Aligned Learning Resources

Moving to Tchaikovsky
Musical Instruments and the Science of Sound
Moving to the Blues
Arts Education (2017) Grade(s): 4 - Music

AE17.MU.4.9

Read and perform with increased fluency, using iconic and/or standard notation.

Unpacked Content

Essential Questions

EU: Analyzing creators' context and how they manipulate elements of music provides insight into their intent and informs performance.
EQ: How does understanding the structure and context of musical works inform performance?

Skills Examples

Performing
  • Sing, move and respond to music from world cultures and different composers.
  • Sing a varied repertoire with accurate rhythm, pitch and expressive qualities individually and with others.
Creating
  • With limited guidance, Improvise and compose short compositions using a variety of classroom instruments and sound sources.
Reading/ Writing
  • Read, write and perform using rhythm patterns that include syncopated rhythms, in 2/4, 3/4 and 4/4 meter.
Responding/ Evaluating
  • Use the head voice to produce a light, clear sound employing breath support and maintaining appropriate posture.
  • Use student developed criteria to critique their own performances and the performances of others.

Vocabulary

Rhythm
  • Conducting patterns in
  • Syncopation
Melody
  • Pitch set: Do, Re, Mi, Fa, So, Ti
  • Treble clef reading (La, So, Mi, Re, Do)
  • Middle C through High B
  • Create melodic sequences
  • Half-step
  • Whole step
Harmony
  • Canons
  • Chord components
  • Chord progression (I, V)
  • Crossover bordun
Form
  • Phrasing: antecedent and consequent
  • D.C. al coda
  • Fine
Expression
  • pp through ff
Other
  • Age-appropriate audience and performer etiquette
  • Orchestra instruments within the 4 families
  • Age-appropriate pitch matching (A3-E5)

Anchor Standards

Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.

Aligned Learning Resources

So You've Just Got Your First Ukulele?
Can You Read and Play the Pitches on the Treble Clef Staff?
Staff Wars: Reading Note Names on the Staff
Arts Education (2017) Grade(s): 4 - Music

AE17.MU.4.10

Explain how context informs a performance.

Unpacked Content

Essential Questions

EU: Analyzing creators' context and how they manipulate elements of music provides insight into their intent and informs performance.
EQ: How does understanding the structure and context of musical works inform performance?

Skills Examples

Performing
  • Sing, move and respond to music from world cultures and different composers.
  • Sing a varied repertoire with accurate rhythm, pitch and expressive qualities individually and with others.
Creating
  • With limited guidance, Improvise and compose short compositions using a variety of classroom instruments and sound sources.
Reading/ Writing
  • Read, write and perform using rhythm patterns that include syncopated rhythms, in 2/4, 3/4 and 4/4 meter.
Responding/ Evaluating
  • Use the head voice to produce a light, clear sound employing breath support and maintaining appropriate posture.
  • Use student developed criteria to critique their own performances and the performances of others.

Vocabulary

Rhythm
  • Conducting patterns in
  • Syncopation
Melody
  • Pitch set: Do, Re, Mi, Fa, So, Ti
  • Treble clef reading (La, So, Mi, Re, Do)
  • Middle C through High B
  • Create melodic sequences
  • Half-step
  • Whole step
Harmony
  • Canons
  • Chord components
  • Chord progression (I, V)
  • Crossover bordun
Form
  • Phrasing: antecedent and consequent
  • D.C. al coda
  • Fine
Expression
  • pp through ff
Other
  • Age-appropriate audience and performer etiquette
  • Orchestra instruments within the 4 families
  • Age-appropriate pitch matching (A3-E5)

Anchor Standards

Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Arts Education (2017) Grade(s): 4 - Music

AE17.MU.4.11

Demonstrate and explain how intent is conveyed through interpretive decisions and expressive qualities.

Example: Experiment with instrumentation to explore the impact on a known piece.

Unpacked Content

Essential Questions

EU: Performers make interpretive decisions based on their understanding of context and expressive intent
EQ: How do performers interpret musical works?

Skills Examples

Performing
  • Sing, move and respond to music from world cultures and different composers.
  • Sing a varied repertoire with accurate rhythm, pitch and expressive qualities individually and with others.
Creating
  • With limited guidance, Improvise and compose short compositions using a variety of classroom instruments and sound sources.
Reading/ Writing
  • Read, write and perform using rhythm patterns that include syncopated rhythms, in 2/4, 3/4 and 4/4 meter.
Responding/ Evaluating
  • Use the head voice to produce a light, clear sound employing breath support and maintaining appropriate posture.
  • Use student developed criteria to critique their own performances and the performances of others.

Vocabulary

Rhythm
  • Conducting patterns in
  • Syncopation
Melody
  • Pitch set: Do, Re, Mi, Fa, So, Ti
  • Treble clef reading (La, So, Mi, Re, Do)
  • Middle C through High B
  • Create melodic sequences
  • Half-step
  • Whole step
Harmony
  • Canons
  • Chord components
  • Chord progression (I, V)
  • Crossover bordun
Form
  • Phrasing: antecedent and consequent
  • D.C. al coda
  • Fine
Expression
  • pp through ff
Other
  • Age-appropriate audience and performer etiquette
  • Orchestra instruments within the 4 families
  • Age-appropriate pitch matching (A3-E5)

Anchor Standards

Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.

Aligned Learning Resources

Listening for Contrasts in Genre
Theme and Variation
Arts Education (2017) Grade(s): 4 - Music

AE17.MU.4.12

Apply teacher-provided and collaboratively-developed criteria and feedback to evaluate accuracy and expressiveness of ensemble and personal performances.

Unpacked Content

Essential Questions

EU: To express their musical ideas, musicians analyze, evaluate, and refine their performance over time through openness to new ideas, persistence, and the application of appropriate criteria.
EQ: How do musicians improve the quality of their performance?

Skills Examples

Performing
  • Sing, move and respond to music from world cultures and different composers.
  • Sing a varied repertoire with accurate rhythm, pitch and expressive qualities individually and with others.
Creating
  • With limited guidance, Improvise and compose short compositions using a variety of classroom instruments and sound sources.
Reading/ Writing
  • Read, write and perform using rhythm patterns that include syncopated rhythms, in 2/4, 3/4 and 4/4 meter.
Responding/ Evaluating
  • Use the head voice to produce a light, clear sound employing breath support and maintaining appropriate posture.
  • Use student developed criteria to critique their own performances and the performances of others.

Vocabulary

Rhythm
  • Conducting patterns in
  • Syncopation
Melody
  • Pitch set: Do, Re, Mi, Fa, So, Ti
  • Treble clef reading (La, So, Mi, Re, Do)
  • Middle C through High B
  • Create melodic sequences
  • Half-step
  • Whole step
Harmony
  • Canons
  • Chord components
  • Chord progression (I, V)
  • Crossover bordun
Form
  • Phrasing: antecedent and consequent
  • D.C. al coda
  • Fine
Expression
  • pp through ff
Other
  • Age-appropriate audience and performer etiquette
  • Orchestra instruments within the 4 families
  • Age-appropriate pitch matching (A3-E5)

Anchor Standards

Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
Arts Education (2017) Grade(s): 4 - Music

AE17.MU.4.13

Rehearse to refine technical accuracy and expressive qualities and address performance challenges.

Unpacked Content

Essential Questions

EU: To express their musical ideas, musicians analyze, evaluate, and refine their performance over time through openness to new ideas, persistence, and the application of appropriate criteria.
EQ: How do musicians improve the quality of their performance?

Skills Examples

Performing
  • Sing, move and respond to music from world cultures and different composers.
  • Sing a varied repertoire with accurate rhythm, pitch and expressive qualities individually and with others.
Creating
  • With limited guidance, Improvise and compose short compositions using a variety of classroom instruments and sound sources.
Reading/ Writing
  • Read, write and perform using rhythm patterns that include syncopated rhythms, in 2/4, 3/4 and 4/4 meter.
Responding/ Evaluating
  • Use the head voice to produce a light, clear sound employing breath support and maintaining appropriate posture.
  • Use student developed criteria to critique their own performances and the performances of others.

Vocabulary

Rhythm
  • Conducting patterns in
  • Syncopation
Melody
  • Pitch set: Do, Re, Mi, Fa, So, Ti
  • Treble clef reading (La, So, Mi, Re, Do)
  • Middle C through High B
  • Create melodic sequences
  • Half-step
  • Whole step
Harmony
  • Canons
  • Chord components
  • Chord progression (I, V)
  • Crossover bordun
Form
  • Phrasing: antecedent and consequent
  • D.C. al coda
  • Fine
Expression
  • pp through ff
Other
  • Age-appropriate audience and performer etiquette
  • Orchestra instruments within the 4 families
  • Age-appropriate pitch matching (A3-E5)

Anchor Standards

Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
Arts Education (2017) Grade(s): 4 - Music

AE17.MU.4.14

Perform music, alone or with others, with expression and technical accuracy.

Unpacked Content

Essential Questions

EU: Musicians judge performance based on criteria that vary across time, place, and cultures. The context and how a work is presented influence the audience response.
EQ: When is a performance judged ready to present? How do context and the manner in which musical work is presented influence audience response?

Skills Examples

Performing
  • Sing, move and respond to music from world cultures and different composers.
  • Sing a varied repertoire with accurate rhythm, pitch and expressive qualities individually and with others.
Creating
  • With limited guidance, Improvise and compose short compositions using a variety of classroom instruments and sound sources.
Reading/ Writing
  • Read, write and perform using rhythm patterns that include syncopated rhythms, in 2/4, 3/4 and 4/4 meter.
Responding/ Evaluating
  • Use the head voice to produce a light, clear sound employing breath support and maintaining appropriate posture.
  • Use student developed criteria to critique their own performances and the performances of others.

Vocabulary

Rhythm
  • Conducting patterns in
  • Syncopation
Melody
  • Pitch set: Do, Re, Mi, Fa, So, Ti
  • Treble clef reading (La, So, Mi, Re, Do)
  • Middle C through High B
  • Create melodic sequences
  • Half-step
  • Whole step
Harmony
  • Canons
  • Chord components
  • Chord progression (I, V)
  • Crossover bordun
Form
  • Phrasing: antecedent and consequent
  • D.C. al coda
  • Fine
Expression
  • pp through ff
Other
  • Age-appropriate audience and performer etiquette
  • Orchestra instruments within the 4 families
  • Age-appropriate pitch matching (A3-E5)

Anchor Standards

Anchor Standard 6: Convey meaning through the presentation of artistic work.

Aligned Learning Resources

Music Through the EARS of Beethoven
Recorder: Leveling the Playing Field
Aretha's Rhythm Stick Routine & Read Aloud
Little Miss Muffet
Learning and Fun Using a Virtual Keyboard
Arts Education (2017) Grade(s): 4 - Music

AE17.MU.4.15

Demonstrate performance decorum and audience etiquette appropriate for the context, venue, and genre.

Unpacked Content

Essential Questions

EU: Musicians judge performance based on criteria that vary across time, place, and cultures. The context and how a work is presented influence the audience response.
EQ: When is a performance judged ready to present? How do context and the manner in which musical work is presented influence audience response?

Skills Examples

Performing
  • Sing, move and respond to music from world cultures and different composers.
  • Sing a varied repertoire with accurate rhythm, pitch and expressive qualities individually and with others.
Creating
  • With limited guidance, Improvise and compose short compositions using a variety of classroom instruments and sound sources.
Reading/ Writing
  • Read, write and perform using rhythm patterns that include syncopated rhythms, in 2/4, 3/4 and 4/4 meter.
Responding/ Evaluating
  • Use the head voice to produce a light, clear sound employing breath support and maintaining appropriate posture.
  • Use student developed criteria to critique their own performances and the performances of others.

Vocabulary

Rhythm
  • Conducting patterns in
  • Syncopation
Melody
  • Pitch set: Do, Re, Mi, Fa, So, Ti
  • Treble clef reading (La, So, Mi, Re, Do)
  • Middle C through High B
  • Create melodic sequences
  • Half-step
  • Whole step
Harmony
  • Canons
  • Chord components
  • Chord progression (I, V)
  • Crossover bordun
Form
  • Phrasing: antecedent and consequent
  • D.C. al coda
  • Fine
Expression
  • pp through ff
Other
  • Age-appropriate audience and performer etiquette
  • Orchestra instruments within the 4 families
  • Age-appropriate pitch matching (A3-E5)

Anchor Standards

Anchor Standard 6: Convey meaning through the presentation of artistic work.
Arts Education (2017) Grade(s): 4 - Music

AE17.MU.4.16

Demonstrate and explain how selected music connects to and is influenced by specific interests, experiences, purposes, or contexts.

Unpacked Content

Essential Questions

EU: Individuals' selection of musical works is influenced by their interests, experiences, understandings, and purposes.
EQ: How do individuals choose music to experience?

Skills Examples

Performing
  • Demonstrate and explain how specific music concepts (such as form, timbre, etc.) are used to support a specific purpose in music (such as social and cultural contexts) through various means (such as manipulatives, movement, and/or pictorial representation).
Creating
  • Develop criteria and use them to critique their own performances and the performances of others.
Reading/ Writing
  • Evaluate musical works and performances, applying established criteria, citing evidence from the elements of music.
  • When analyzing selected music, read and perform rhythmic patterns and/or melodic phrases with voice, body percussion, and/or instruments, using iconic or standard notation.
Responding/ Evaluating
  • Demonstrate an understanding of the elements of music applied to a listening example using teacher-given vocabulary (such as different sections of complex forms, teacher-selected orchestral instruments, etc.).
  • Explain how the elements and subject matter of music connect with disciplines outside the arts.

Vocabulary

Rhythm
  • Conducting patterns in
  • Syncopation
Melody
  • Pitch set: Do, Re, Mi, Fa, So, Ti
  • Treble clef reading (La, So, Mi, Re, Do)
  • Middle C through High B
  • Create melodic sequences
  • Half-step
  • Whole step
Harmony
  • Canons
  • Chord components
  • Chord progression (I, V)
  • Crossover bordun
Form
  • Phrasing: antecedent and consequent
  • D.C. al coda
  • Fine
Expression
  • pp through ff
Other
  • Age-appropriate audience and performer etiquette
  • Orchestra instruments within the 4 families
  • Age-appropriate pitch matching (A3-E5)

Anchor Standards

Anchor Standard 7: Perceive and analyze artistic work.

Aligned Learning Resources

Harriet Tubman: Secret Messages Through Song
Jazz Music, Dance, and Poetry
Antonin Dvorak
Appalachian Analysis
Beethoven at Bat
Civic Participation
Perspectives USA
Spirituals During Slavery
Beethoven's Thoughts
Can You Put a Secret Message in a Song?
What Is a Mariachi Band?
Arts Education (2017) Grade(s): 4 - Music

AE17.MU.4.17

Demonstrate and explain how responses to music are informed by its structure, the use of the elements of music, and context.

Unpacked Content

Essential Questions

EU: Response to music is informed by analyzing context (social, cultural, and historical) and how creators and performers manipulate the elements of music.
EQ: How does understanding the structure and context of music inform a response?

Skills Examples

Performing
  • Demonstrate and explain how specific music concepts (such as form, timbre, etc.) are used to support a specific purpose in music (such as social and cultural contexts) through various means (such as manipulatives, movement, and/or pictorial representation).
Creating
  • Develop criteria and use them to critique their own performances and the performances of others.
Reading/ Writing
  • Evaluate musical works and performances, applying established criteria, citing evidence from the elements of music.
  • When analyzing selected music, read and perform rhythmic patterns and/or melodic phrases with voice, body percussion, and/or instruments, using iconic or standard notation.
Responding/ Evaluating
  • Demonstrate an understanding of the elements of music applied to a listening example using teacher-given vocabulary (such as different sections of complex forms, teacher-selected orchestral instruments, etc.).
  • Explain how the elements and subject matter of music connect with disciplines outside the arts.

Vocabulary

Rhythm
  • Conducting patterns in
  • Syncopation
Melody
  • Pitch set: Do, Re, Mi, Fa, So, Ti
  • Treble clef reading (La, So, Mi, Re, Do)
  • Middle C through High B
  • Create melodic sequences
  • Half-step
  • Whole step
Harmony
  • Canons
  • Chord components
  • Chord progression (I, V)
  • Crossover bordun
Form
  • Phrasing: antecedent and consequent
  • D.C. al coda
  • Fine
Expression
  • pp through ff
Other
  • Age-appropriate audience and performer etiquette
  • Orchestra instruments within the 4 families
  • Age-appropriate pitch matching (A3-E5)

Anchor Standards

Anchor Standard 8: Interpret intent and meaning in artistic work.

Aligned Learning Resources

Haunting Music
Civic Participation
Arts Education (2017) Grade(s): 4 - Music

AE17.MU.4.18

Demonstrate and explain how expressive qualities, including dynamics and tempo, are used in performers’ and personal interpretations to reflect expressive intent.

Example: Sing music with expressive qualities and summarize expressive intent.

Unpacked Content

Essential Questions

EU: Through their use of elements and structures of music, creators and performers provide clues to their expressive intent.
EQ: How do we discern musical creators' and performers' expressive intent?

Skills Examples

Performing
  • Demonstrate and explain how specific music concepts (such as form, timbre, etc.) are used to support a specific purpose in music (such as social and cultural contexts) through various means (such as manipulatives, movement, and/or pictorial representation).
Creating
  • Develop criteria and use them to critique their own performances and the performances of others.
Reading/ Writing
  • Evaluate musical works and performances, applying established criteria, citing evidence from the elements of music.
  • When analyzing selected music, read and perform rhythmic patterns and/or melodic phrases with voice, body percussion, and/or instruments, using iconic or standard notation.
Responding/ Evaluating
  • Demonstrate an understanding of the elements of music applied to a listening example using teacher-given vocabulary (such as different sections of complex forms, teacher-selected orchestral instruments, etc.).
  • Explain how the elements and subject matter of music connect with disciplines outside the arts.

Vocabulary

Rhythm
  • Conducting patterns in
  • Syncopation
Melody
  • Pitch set: Do, Re, Mi, Fa, So, Ti
  • Treble clef reading (La, So, Mi, Re, Do)
  • Middle C through High B
  • Create melodic sequences
  • Half-step
  • Whole step
Harmony
  • Canons
  • Chord components
  • Chord progression (I, V)
  • Crossover bordun
Form
  • Phrasing: antecedent and consequent
  • D.C. al coda
  • Fine
Expression
  • pp through ff
Other
  • Age-appropriate audience and performer etiquette
  • Orchestra instruments within the 4 families
  • Age-appropriate pitch matching (A3-E5)

Anchor Standards

Anchor Standard 9: Apply criteria to evaluate artistic work.

Aligned Learning Resources

Exploring Expressive Qualities in Music
Theme and Variation
Haunting Music
Perspectives USA
Emotions in Music
Tempo in Your Feet
Introducing Tempo
Movement of the Animals
Guess What's on My Mind
Beethoven's Sixth Symphony: Pastoral
Moods
Arts Education (2017) Grade(s): 4 - Music

AE17.MU.4.19

Evaluate musical works and performances, applying established criteria, and explain appropriateness to the context.

Example: Write a detailed review of a live musical performance.

Unpacked Content

Essential Questions

EU: The personal evaluation of musical works and performances is informed by analysis, interpretation, and established criteria.
EQ: How do we judge the quality of musical work(s) and performance(s)?

Skills Examples

Performing
  • Demonstrate and explain how specific music concepts (such as form, timbre, etc.) are used to support a specific purpose in music (such as social and cultural contexts) through various means (such as manipulatives, movement, and/or pictorial representation).
Creating
  • Develop criteria and use them to critique their own performances and the performances of others.
Reading/ Writing
  • Evaluate musical works and performances, applying established criteria, citing evidence from the elements of music.
  • When analyzing selected music, read and perform rhythmic patterns and/or melodic phrases with voice, body percussion, and/or instruments, using iconic or standard notation.
Responding/ Evaluating
  • Demonstrate an understanding of the elements of music applied to a listening example using teacher-given vocabulary (such as different sections of complex forms, teacher-selected orchestral instruments, etc.).
  • Explain how the elements and subject matter of music connect with disciplines outside the arts.

Vocabulary

Rhythm
  • Conducting patterns in
  • Syncopation
Melody
  • Pitch set: Do, Re, Mi, Fa, So, Ti
  • Treble clef reading (La, So, Mi, Re, Do)
  • Middle C through High B
  • Create melodic sequences
  • Half-step
  • Whole step
Harmony
  • Canons
  • Chord components
  • Chord progression (I, V)
  • Crossover bordun
Form
  • Phrasing: antecedent and consequent
  • D.C. al coda
  • Fine
Expression
  • pp through ff
Other
  • Age-appropriate audience and performer etiquette
  • Orchestra instruments within the 4 families
  • Age-appropriate pitch matching (A3-E5)

Anchor Standards

Anchor Standard 9: Apply criteria to evaluate artistic work.

Aligned Learning Resources

Theme and Variation
Vivaldi and the Four Seasons
Ooooh, the Oud
The Ultimate Desk
Appalachian Analysis
Beethoven at Bat
Civic Participation
Perspectives USA
Meet the Families
Emotions in Music
Ragtime With Scott Joplin
Music and the Elements of a Story
Stravinsky and the Firebird
Mozart vs. Beethoven - Real Classical Composers
Compare and Contrast Composers
Why Do We Like Some Styles of Music but Not Others?
What Is Jazz?
The American Folk Song Collection
Arts Education (2017) Grade(s): 4 - Music

AE17.MU.4.CN.A

Connecting standards 1 and 2 are to be embedded while teaching the Creating, Performing, and Responding standards. See page 86.

Unpacked Content

Essential Questions

EU: Musicians connect their personal interests, experiences, ideas, and knowledge to creating, performing, and responding.
EQ: How do musicians make meaningful connections to creating, performing, and responding?

Skills Examples

Performing
  • Sing, move and respond to music from a variety of sources and cultures.
  • Demonstrate appropriate audience and performer etiquette at live performances.
Creating
  • Interpret a selected musical work using dance, drama or visual art.
  • Develop criteria and use them to critique their own performances and the performances of others.
Reading/ Writing
  • When analyzing selected music, read and perform using standard notation with voice, body percussion, and/or instruments.
  • Use notation and/or recording technology to document personal musical ideas (such as grade-appropriate rhythm/melodic pattern, simple harmonies, introduction, coda, interlude, etc.).
Responding/ Evaluating
  • Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music (such as identifying pieces of music that are important to one's family or how music is used in daily life).
  • Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and/or daily life (such as the connection between fractions and rhythm values).

Vocabulary

Rhythm
  • Conducting patterns in
  • Syncopation
Melody
  • Pitch set: Do, Re, Mi, Fa, So, Ti
  • Treble clef reading (La, So, Mi, Re, Do)
  • Middle C through High B
  • Create melodic sequences
  • Half-step
  • Whole step
Harmony
  • Canons
  • Chord components
  • Chord progression (I, V)
  • Crossover bordun
Form
  • Phrasing: antecedent and consequent
  • D.C. al coda
  • Fine
Expression
  • pp through ff
Other
  • Age-appropriate audience and performer etiquette
  • Orchestra instruments within the 4 families
  • Age-appropriate pitch matching (A3-E5)

Anchor Standards

Anchor Standard 10: Synthesize and relate knowledge and personal experiences.

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