Knowledge and Skills

Standard # : Grade: 4 Subject: Music Aesthetics: Perceiving and Responding s

l Time Frame: Year-long Prior Knowledge: l i

k SC Indicator: S

Students will:

d Develop awareness of the characteristics of musical sounds and the diversity of sounds in the environment.

n Experience performance through singing and playing instruments in general, vocal, and instrumental settings.

a Respond to music through movement. Experiment with standard and individually created symbols to represent sounds. e g SC Objectives: d Explain characteristics of band and orchestra instruments to support their belonging to the string, woodwind, brass, or percussion e

l family. (1.1.a)

w Identify theme and variation form in music when presented aurally. (1.1.b)

o Describe environmental sounds heard with attention to rhythm. (1.1.d)

n Listen to and identify voices as children’s, adult male, and adult female. (1.1.e)

K Perform accurately simple rhythms at sight from standard notation: tied notes (whole, half, and quarter combinations). (1.2.a) Sing and play a variety of music with accurate intonation and characteristic timbre. (1.2.b) Sing partner songs and songs with descants accurately. (1.2.c) Perform rhythmically and melodically correct ostinatos or chordal accompaniment patterns while other students sing or play contrasting parts. (1.2.d) Exhibit appropriate performance behavior. (1.2.e) Perform singing games and traditional dances from a variety of world cultures. (1.3.a) Conduct music in four meter. (1.3.b) Read standard chord symbols and play the represented chords on classroom instruments (I andV chords). (1.4.a) Write simple rhythm patterns from dictation using quarter, two connected eighth, half, and whole notes and corresponding rests in 2/4 and 3/4 time. (1.4.b) Notate short improvised melodies on the treble staff using standard notation (2 measures). (1.4.c) Read and perform simple pitch notation on the treble staff in the key of C major, using solfeggio or a comparable system. (1.4.d)

Baltimore City Public Schools Office of Humanities SUBJECT Unit XX , Indicator XX- GRADE XX DRAFT 1 Standard # : Grade: 4 Subject: Music Aesthetics: Perceiving and Responding Assessment Limits: Explain characteristics of band and orchestra instruments to support their belonging to the string, woodwind, brass, or percussion family. (1.1.a) Identify theme and variation form in music when presented aurally. (1.1.b) Describe environmental sounds heard with attention to rhythm. (1.1.d) Listen to and identify voices as children’s, adult male, and adult female. (1.1.e) Perform accurately simple rhythms at sight from standard notation: tied notes (whole, half, and quarter combinations). (1.2.a) Sing and play a variety of music with accurate intonation and characteristic timbre. (1.2.b) Sing partner songs and songs with descants accurately. (1.2.c) Perform rhythmically and melodically correct ostinatos or chordal accompaniment patterns while other students sing or play contrasting parts. (1.2.d) Exhibit appropriate performance behavior. (1.2.e) Perform singing games and traditional dances from a variety of world cultures. (1.3.a) Conduct music in four meter. (1.3.b) Read standard chord symbols and play the represented chords on classroom instruments (I andV chords). (1.4.a) Write simple rhythm patterns from dictation using quarter, two connected eighth, half, and whole notes and corresponding rests in 2/4 and 3/4 time. (1.4.b) Notate short improvised melodies on the treble staff using standard notation (2 measures). (1.4.c) Read and perform simple pitch notation on the treble staff in the key of C major, using solfeggio or a comparable system. (1.4.d)

Baltimore City Public Schools Office of Humanities SUBJECT Unit XX , Indicator XX- GRADE XX DRAFT 2 Standard # : Grade: 4 Subject: Music Aesthetics: Perceiving and Responding VOCABULARY Enduring Understanding Aesthetics: Perceiving and Responding theme and variation Every art form has a unique language used by the artist to communicate with the world. rhythm listen intonation Essential Questions timbre Aesthetics: Perceiving and Responding descant How does one determine artistic preference? rhythm How does a viewers personal experiences shape his/her artistic preferences? melody ostinato UNIT ENDURING UNDERSTANDINGS: world culture Music is organized sound and silence. meter Everyone can perform, create, and respond to music in meaningful ways. improvise treble staff major UNIT ESSENTIAL QUESTIONS: solfeggio What sounds determine musical style? solo How does music communicate for an individual? Why do musicians use different instruments? How is sound organized to make music? How is melody created? How does the structure of a musical piece create its order and clarity? What does harmony add to music? How does the style of music affect the behavior of the audience?

Baltimore City Public Schools Office of Humanities SUBJECT Unit XX , Indicator XX- GRADE XX DRAFT 3 Standard # : Grade: 4 Subject: Music Aesthetics: Perceiving and Responding

n LEARNING ACTIVITIES AND STRATEGIES a

l ESSENTIAL QUESTION: What sounds determine musical style? P

SC Objective: Activity Description Materials/Resources g Performance Students will sing and rap each section of a song. Adopted text: Spotlight on Music, Grade 4, n Sing and play a

i variety of music p. 4 Something for Me, Something for You, singing the A section and rapping the B n with accurate section. r intonation and a characteristic Performance Students will perform recorder pieces with proper Recorder sheet music, recorders e timbre. (1.2.b) intonation. L

e ESSENTIAL QUESTION: How does music communicate for an individual? t

s SC Objective: Activity Description Materials/Resources e

g Perform singing Performance Students will perform songs from various cultures. Adopted text: Spotlight on Music, Grade 4. Somos el Barco (p.10), Sansa Kroma

g games and (p.166), and Frere Jacques (p.260)

u traditional dances from a variety of S world cultures. Performance Students will conduct a song in 4 meter. Adopted text: Spotlight on Music, Grade 4. (1.3.a) Step Into the Spotlight (p.A) or My Town, My World (p.6) Conduct music in four meter. (1.3.b)

Baltimore City Public Schools Office of Humanities SUBJECT Unit XX , Indicator XX- GRADE XX DRAFT 4 Standard # : Grade: 4 Subject: Music Aesthetics: Perceiving and Responding ESSENTIAL QUESTION: Why do musicians use different instruments?

SC Objective: Activity Description Materials/Resources

Explain Listening Using pictures, students will listen to band and Recordings of solo instruments, pictures of characteristics of orchestra instruments, determining whether they individual instruments. belong to the brass, percussion, string, or woodwind band and family. orchestra instruments to Performance Students will play instruments and determine to A variety of instruments, at least one from support their which family the instrument belongs. each instrument family. belonging to the string, woodwind, brass, or Listening Students will listen to recordings of voice types, and Recordings of children’s, adult male, and percussion family. determine which type they are hearing. Students may adult female voices, chart paper or (1.1.a) chart responses on paper. individual charts, pencils

Listen to and identify voices as children’s, adult male, and adult female. (1.1.e)

ESSENTIAL QUESTION: How is sound organized to make music? SC Objective: Activity Description Materials/Resources

Describe Listening Students will listen to sounds in the classroom and Sounds heard in the classroom, charts or environmental Performance answer the questions, “Which sounds have a paper, pencils. rhythm? Which sounds have no rhythm?” Students sounds heard with will perform the sounds heard in their environment to attention to reinforce rhythm or no rhythm. Students may chart rhythm. (1.1.d) responses on paper.

Baltimore City Public Schools Office of Humanities SUBJECT Unit XX , Indicator XX- GRADE XX DRAFT 5 Standard # : Grade: 4 Subject: Music Aesthetics: Perceiving and Responding Listening Students will sing songs that use tied notes. Adopted text: Spotlight on Music, Grade 4. Perform accurately Performance I Think I’m Gonna Like it Here (p.299) and simple rhythms at Twist and Shout (p.314). sight from standard notation: Performance Students will use body percussion to perform simple Body percussion. tied notes (whole, rhythms using quarter, two connected eighth, half, half, and quarter and whole notes and corresponding rests. combinations). (1.2.a) Writing Students will write measures in 2/4 and 3/4 time, Rhythm dictation sheets, pencils. using quarter, two connected eighth, half, and whole Write simple notes and corresponding rests. rhythm patterns from dictation using quarter, two connected eighth, half, and whole notes and corresponding rests in 2/4 and 3/4 time. (1.4.b)

ESSENTIAL QUESTION: How is melody created?

Notate short Composition Students will create and perform 2-measure Body percussion. improvised Performance improvisations using body percussion. melodies on the treble staff using standard notation Improvisation Students will improvise 2-measure phrases, and then Staff paper, pencils. (2 measures). notate the measures on staff paper. (1.4.c)

Baltimore City Public Schools Office of Humanities SUBJECT Unit XX , Indicator XX- GRADE XX DRAFT 6 Standard # : Grade: 4 Subject: Music Aesthetics: Perceiving and Responding Read and perform Performance Students will sing songs using solfeggio (do re mi). Long-legged Sailor (p. 243) and Farfallina simple pitch (p.244), from adopted text Spotlight on Music, Grade 4. notation on the Consult Spotlight on Music Reading Unit treble staff in the for more information and suggestions for key of C major, use of solfeggio in lesson. using solfeggio or Performance Students will understand the whole-step/ half-step Adopted text: Spotlight on Music, Grade 4. a comparable pattern for a major scale. Consult Units 5 (p.272) and 6 (p.280) of system. (1.4.d) Spotlight on Music Reading for more information.

ESSENTIAL QUESTION: How does the structure of a musical piece create its order and clarity?

Identify theme and Listening Students will listen to theme and variation form, and Adopted text: Spotlight on Music, Follow variation form in identify its parts. Your Dream (p.236). Spotlight on Music, Serenade in B-flat music when Major by Wolfgang Mozart from Gran presented aurally. Partita (p.235). (1.1.b) Variations on a theme of Twinkle, Twinkle Sing partner songs Little Star by Wolfgang Mozart. and songs with Performance Students will perform partner songs. Spotlight on Music, Grade 4, page 138: descants Chicka Hanka, Track Laborer’s Song. Spotlight on Music, Grade 4, page 314: accurately. (1.2.c) Twist and Shout, by Bert Russell and Phil Medley. Spotlight on Music, Grade 4, page 154 - Baltimore City Public Schools Office of Humanities SUBJECT Unit XX , Indicator XX- GRADE XX DRAFT 7 Standard # : Grade: 4 Subject: Music Aesthetics: Perceiving and Responding 155: Yankee Doodle, Traditional Melody. Spotlight on Music, Grade 4, page 52 - 53: Cotton-Eye Joe, Traditional Tennessee Melody.

ESSENTIAL QUESTION: What does harmony add to music?

Read standard Discussion Students will create chords. Adopted text: Spotlight on Music, Grade 4, chord symbols and Writing page 143, 148 and 149 Spotlight on Music, Grade 4, page 138: play the Chicka Hanka, Track Laborer’s Song. represented chords on Reading Students will read the I and V chords from the staff to Adopted text: Spotlight on Music, Grade 4, classroom Performing accompany a melody. page 150: I Heard a Mocking Bird, by instruments (I and Carol King and Rebecca Treadway V chords). (1.4.a) Spotlight on Music, Grade 4, page 172: Chumbara, Canadian College Song Spotlight on Music, Grade 4, page 174: Perform Viva La Musica, Traditional Song. rhythmically and melodically correct ostinatos or chordal accompaniment patterns while

Baltimore City Public Schools Office of Humanities SUBJECT Unit XX , Indicator XX- GRADE XX DRAFT 8 Standard # : Grade: 4 Subject: Music Aesthetics: Perceiving and Responding other students sing or play contrasting parts. (1.2.d)

ESSENTIAL QUESTION: How does the style of music affect the behavior of the audience?

Exhibit appropriate Listening Teacher-led discussion about the appropriate manner Videos of performances. performance Discussion in which to behave at a classical concert as opposed to a pop concert. Students will view videos and behavior. (1.2.e) compare the behaviors of the audience depending on the type of music being performed.

DIFFERENTIATION

Baltimore City Public Schools Office of Humanities SUBJECT Unit XX , Indicator XX- GRADE XX DRAFT 9 Standard # : Grade: 4 Subject: Music Aesthetics: Perceiving and Responding

Accommodations Arts Integration Classroom Management G.A.T.E./Enrichment Graphic Organizers

Library Integration Reading Strategies Teacher Definitions Technology Integration Vocabulary Activities

Baltimore City Public Schools Office of Humanities SUBJECT Unit XX , Indicator XX- GRADE XX DRAFT 10