4th Grade Music Curriculum
1. Singing, alone and with others, a varied repertoire
of music.
a. Sing independently, on pitch and in rhythm, with appropriate timbre, diction,
and posture, and maintain a steady tempo.
b. Sing expressively, with appropriate dynamics, phrasing, and interpretation.
c. Sing from memory a varied repertoire of songs, including patriotic songs
as well as songs from other cultures.
a. Sing ostinatos, partner songs, countermelodies, and rounds.
b. Sing in groups, blending vocal timbres, matching dynamic levels, and responding
to the cues of the conductor.
2. Performing on instruments, alone and with others, a varied
repertoire of music.
a. Perform on pitch, in rhythm, with appropriate dynamics and timbre, and
maintain a steady tempo.
b. Perform easy rhythmic and melodic patterns accurately and independently
on recorder and other melody instruments.
c. Use proper playing posture, embouchure, breathing, and tonguing, as well
as demonstrating proper care and assembly of the recorder.
d. Be able to properly finger recorder from low C to high D as well as B flat,
F sharp, and C sharp.
e. Perform rounds, ostinatos, and countermelodies.
c. Perform expressively a varied repertoire of music representing diverse
genres and styles.
d. Perform in groups, blending instrumental timbres, matching dynamic levels,
and responding to the cues of a conductor
3. Improvising melodies, variations, and accompaniments.
a. Improvise answers in the same style to given rhythmic and melodic phrases.
b. Improvise simple rhythmic and melodic ostinato accompaniments.
c. Improvise short songs and instrumental pieces, using a variety of sound
sources, including traditional sounds, nontraditional sounds available in
the classroom, and body sounds.
4. Composing and arranging music within specified guidelines.
a. Create and arrange music to accompany reading or dramatizations.
b. Create song text to a given or created melody.
5. Reading and notating music.
a. Read and perform whole half, dotted half, quarter, double eighth notes
as well as a quarter rest, half rest, and whole rest in duple and triple meters.
b. Identify simple expression markings (p, f, crescendo, decrescendo) as well
as the staff, treble clef, repeat sign, bar line, measure, time signature,
fermata, and double bar lines
.
6. Listening to, analyzing, and describing music.
a. Identify simple music forms when presented aurally (AB, ABA, rondo, call
and response).
b. Demonstrate perceptual skills by moving, by answering questions about,
and by describing aural examples of music of various styles representing diverse
cultures.
c. Identify by sound and sight a variety of instruments, including many orchestra
and band instruments, and instruments from various cultures.
d. Identify and listen to recorder consort.
e. Respond through movement to selected prominent music characteristics or
to specific music events while listening to music.
7. Evaluating music and music performances.
a. Devise criteria for evaluating performances and compositions.
b. Explain, using appropriate music terminology, their personal preferences
for works and styles.
8. Understanding relationships between music, the other arts,
and disciplines outside the arts.
a. Identify similarities and differences in the meanings of common terms used
in the various arts (form, line, contrast).
b. Identify ways in which the principles and subject matter of other disciplines
taught in the school are interrelated with those of music.
9. Understanding music in relation to history and culture.
a. Identify aural examples of music from various cultures.
b. Describe in simple terms how elements of music are used in music examples
from various cultures of the world.
a. Identify and describe the life and musical contribution of a given composer.
b. Demonstrate audience behavior appropriate for the context and style of
music performed.