CURRICULUM MAPPING
Subject: Music Grade: Fourth
I. Unit - Singing
A. Content/Essential Questions
The student will sing, alone and with others, a varied repertoire of music with appropriate tone, pitch, and rhythm, with and without accompaniment
Standards:
MU.4.S.3.1 Sing rounds, canons, and/or partnered songs in an appropriate range, using proper vocal technique and maintaining pitch. MU.5.C.1.2 Hypothesize and discuss, using correct music vocabulary, the composer’s intent for a specific musical work. MU.5.S.1.4 Sing or play simple melodic patterns by ear with support from the teacher. MU.4.O.3.1 Identify how expressive elements and lyrics affect the mood or emotion of a song. MU.5.H.1.1 Identify the purposes for which music is used within various cultures. MU.5. F.3.2 Practice safe, legal and responsible acquisition and use of music media and describe why it is important to do so. MU.5.H.2.2 Describe how technology has changed the way audiences experience music. MU.4.H.3.1 Identify connections among music and other contexts, using correct music and other relevant content-area academic area can help with knowledge or skill acquisition in a different academic area. MU.4.O.2.1 Create variations for selected melodies
B. Skills
The student will be able to:
· Sing independently with increased accuracy, expanded breath control, and extended vocal range. · Sing with appropriate expression, dynamics, tempo, articulation and phrasing. · Blend voices, matching dynamic levels and respond to the cues of a conductor when singing as part of a group. · Sing, with technical accuracy, a repertoire of vocal literature, including some songs performed by memory. · Sing music representing diverse genres and cultures, with expression appropriate for the works being performed, and using a variety of languages. · Sing music about the planets and Jewish prophets that integrates with fourth grade curriculum. · Sing music written in two and three parts, with and without accompaniment. · Explain how music is used in daily life.
C. Activities/Procedures
· Whole group instruction · Individual student singing · Small groups of student singing · School-wide Performances
A. Resources
Resources include but are not limited to:
· The Complete Jewish Songbook volumes 1 & 2, Transcontinental Publishing · Dan Nichols Anthology, Transcontinental Music Publications · Noam Katz Anthology, · Manginot: 201 Songs for Jewish Schools, Transcontinental Publishing · Ruach series of books published by Transcontinental Publishing · Shabbat Anthology Series · The Shlomo Carlebach Anthology, Velvel Pasternak · The Kol B’Seder Songbook, Tara Publishing · Sounds of Creation/Freedom/Holiness/Sinai, Randee Friedman · NFTY in Harmony, Tara Publications · NFTY-50 Years in the Making Songbook & various other NFTY songbooks, URJ · Folk Song Encyclopedia, Volume I & II, Chappell & Co., Inc · From Sea to Shining Sea,Scholastic Inc. · American Favorite Ballads as Sung by Pete Seeger, Oak Publication · Rodgers & Hammerstein, Hal Leonard · The Golden Songs of Rodgers & Hammerstein, Charles Hansen Music and Books · Disney Classics · Various Songsbooks and CDs by: o Debbie Friedman, Rick Recht, Sam Glaser Rabbi Joe Black, Josh Nelson, Cantor Lisa Levine, Sol Zim, Mah Tovu, Craig Taubman, Noam Katz, Steve Dropkin, Beth Schafter, Julie Silver, Hanna Tiferet, Safam, Laura Berkson, Peri Smilow, Cantor Rachelle Nelson, Rabbi Shefa Gold, Natalie Young, Ellen Allard, Noah Aaronson, Alan Goodis, Tom Chapin, Doug Cotler, Peter, Paul and Mary · Journey Into Space, Jane Murphy · Ride Through the Solar System, Michael Stein and Bryan Smith · Yearly Songbook created by Jackie Berney
B. Technology
C. Assessment
· Teacher observation · Student active participation · School-wide performance
II. Unit - Reading and Notation
A. Content/Essential Questions
Students will read music written in standard notation
Standards: MU.5.S.3.5 Notate rhythmic phrases and simple diatonic melodies using traditional notation. MU.4.C.1.2 Describe, using correct music vocabulary, what is heard in a specific musical work. MU.3.O.3.1 Describe how tempo and dynamics can change the mood or emotion of a piece of music. MU.3.O.1.1 Identify, using correct music vocabulary, the elements in a musical work. MU.3.O.1.2 Identify and describe the musical form of a familiar song.
B. Skills
The student will be able to:
· Read whole, half, quarter, eighth and dotted musical notes and rests in the treble clef. · Interpret dynamics and understand rhythm. · Accurately interpret music symbols and apply those theories when playing the recorder.
C. Activities/Procedures
· Whole group instruction · Individually · Small group activities
A. Resources
· John Brimhal’s Theory Notebook, Hansen House · Master Theory, Charles S. Peters and Paul Yoder · Teacher Created Materials
E. Technology
F. Assessment
· Teacher observation B. Resources
· Note Speller: Book I, John W. Schaum, Belwin-Mills Publishing Corp. · Color By Note, Sharon Kaplan, Belwin-Mills Publishing Corp · Note-Word Puzzles, Norman P. Dearborn, Pro-Art Publications, Inc. · Lines and Spaces Bingo, Hal Leonard Corporation · Teacher Created Materials
E. Technology
F. Assessment
· Teacher observation · Various Games · Worksheets
III. Unit-Playing the Piano
A. Content/Essential Questions
Students will play various musical pieces on the piano, alone and with others
Standards: MU.3.S.1.2 Create an alternate ending to a familiar song. MU.3.S.3.2 Play melodiess and layered ostinato, using proper instrumental technique, on pitched and unpitched instruments. MU.3.S.3.4 Match simple aural rhythm patterns in duple and triple meter with written patterns. MU.3.S.3.5 Notate simple rhythmic and melodic patterns using traditional notation.
B. Skills
The student will be able to:
· Sit properly with curved fingers on the piano. · Explain the difference in the white and black keys. · Identify low and high notes. · Explain what an octave is. · Use proper finger placement to produce eight different notes. · Apply previously learned knowledge of rhythm, rests and musical notation while playing the piano. · Use previously learned knowledge of reading musical notation while playing English and Hebrew songs.
C. Activities/Procedures
· Whole group instruction · Individually · Small group activities A. Resources
● Piano for the Young Beginner, James Bastien ● Bastien Piano Basics, James Bastien ● Piano Adventures, Hal Leonard ● Popular Repertoire, Hal Leonard ● Songs for Kids, Hal Leonard ● Today’s Kids’ Favorites, Hal Leonard ● Broadway Songs for Kids, Hal Leonard ● Debbie Friedman Favorites arranged for Piano, Sounds Write
E. Technology
F. Assessment
· Teacher observation · Student performance as a soloist · Student performance in a small ensemble
IV. Unit-American Composers and Musicians
A. Content/Essential Questions
· Students will study American musicians and composers and appreciate their music.
Standards:
MU.4.H.1.1 Examine and describe a cultural tradition, other than one’s own, learned through its musical style and/or use of authentic instruments. MU.4.H.1.2 Describe the influence of selected composers on the musical works and practices or traditions of their time. MU.4.H.2.1 Perform, listen to, and discuss music. MU.4.F.2.1 Describe roles and careers of selected musicians. MU.5.H.1.2 Compare and describe the compositional characteristics used by two or more composers whose works are studied in class. MU.5.H.2.1 Examine the contributions of musicians and composers for a specific historical period. MU.5.H.2.2 Describe how technology has changed the way audiences experience music. MU.5.C.1.1 Discuss and apply listening strategies to support appreciation of musical works.
B. Skills
The student will be able to:
· Research an individual composer using their iPad apps, web-sites and/or books and present his/her information in a creative presentation to the class. · Listen to various styles of American music (i.e. jazz, blues, Big band era, musicals, instrumental, folksinging, ragtime, marches) · Begin to appreciate and discuss various styles of American music. · Discover various ways American music is used in our daily lives.
C. Activities/Procedures
· Whole group instruction · Research using computer lab · Individual creative presentations given by students · Various CDs and DVDs
A. Resources
Resources include but are not limited to:
● Masters of Music: The World’s Greatest Composers series, Mitchell Lane Publishers ● Lives of the Musicians, Kathleen Krull ● Getting to Know the World’s Greatest Composers series, Children’s Press ● Let’s Meet Famous Composers, Harriet Hinghorn, Jacqueline Badman, Lisa Lewis-Spicer ● The Benny Goodman Story DVD ● Woody Guthrie DVD by American Masters ● The Fabulous Dorseys DVD ● Ella Fitzgerald DVD by Image Entertainment ● Stephen Foster DVD by PBS Home Video ● Louis Armstrong DVD by Time Life ● The Jolson Story DVD ● Scott Joplin DVD ● American History for Children, Schlessinger Media ● That Entertainment volumes 1-3, Metro-Goldwyn-Mayer ● American Musicals-Greatest Classic Films, Turner Classic Movies ● Living Music, Keith Spence ● New Encyclopedia of Music, Alan Blackwood ● Story-Lives of Great Composers, Katherine Little Bakeless ● Famous Musicians of Jewish Origins, Saleski Series by Troll Associates
E. Technology
● http://www.classicsforkids.com/composers/composers_atoz.asp ● http://www.nyphilkids.org/gallery/main.phtml? ● http://www.nyphilkids.org/gallery/main.phtml? ● http://www.dsokids.com/listen/composerlist.aspx ● Assorted CDs and DVDs (see: Resources) ● http://www.makingmusicfun.net/htm/mmf_music_library_meet_the_ composer_index.htm ● Biography.com
F. Assessment
· Teacher observation · Creative presentation · American Musican’s Bingo · Class Discussions
A. Unit-Classic American Musicals
A. Content/Essential Questions
Students will watch and critique Classic American musicals
Standards:
MU.4.C.1.1 Develop effective listening strategies and describe how they can support appreciation of musical works. MU.4.C.1.2 Describe, using correct music vocabulary, what is heard in a specific musical work. MU.4.C.2.1 Identify and describe basic music performance techniques to provide a foundation for critiquing one’s self and others. MU.4.C.2.2 Critique specific techniques in one’s own and others’ performances using teacher-established criteria. MU.4.C.3.1 Describe characteristics that make various musical works appealing.
A. Skills
The student will be able to:
· Watch four musicals from an assigned list. · Discover the composer, lyricist and choreographer of each viewed musical. · Summarize each storyline. · Analyze and critique each musical.
C. Activities/Procedures
● Student will view musicals at home. ● Student will design his/her own “Playbill” cover and share his/her Playbill with the class. ● Student that is able to see live musical performances and/or classical concerts will share his/her Playbills and/or programs with the class. ● Student will listen to CDs or watch scenes from musicals.
D. Resources
· Library of musicals in classroom · Netfliks · Smart TVs · Public Library · Students’ personal CD collections
E. Technology
F. Assessment
· Teacher observation · Class Discussions · Display student playbills
Field Trips: ● New World Symphony ● Ballet – Miami City Ballet School
VI. Unit - Holidays
A. Content/Essential Questions
Students will understand the history, facts, traditions, customs and songs for all Jewish holidays and the American holiday of Thanksgiving
Standards:
B. Skills
The student will be able to:
· Able to identify symbols, customs and traditions related to each Jewish holiday. · Explain the historical background for each Jewish holiday. · Sing the Hebrew and English songs related to all Jewish holidays. · Read Hebrew songs using their knowledge of the Hebrew language. · Compare traditional and modern customs related to each holiday. · Compare Sukkot with Thanksgiving. · Compare Jewish freedom (Passover) with the fight for African American freedom (Martin Luther King, Jr) · Compare Moses/Harriet Tubman · Explain the importance of trees both universally and in Israel.
C. Activities/Procedures
· Whole group discussions · Small group discussions
D. Resources
Resources include but are not limited to:
· The Complete Jewish Songbook volumes 1 & 2, Transcontinental Publishing · Manginot: 201 Songs for Jewish Schools, Transcontinental Publishing · Dan Nichols Anthology, Transcontinental Publishing Music · Ruach series of books published by Transcontinental Publishing · The Shlomo Carlebach Anthology, Velvel Pasternak · The Kol B’Seder Songbook, Tara Publishing · NFTY-50 Years in the Making Songbook & various other NFTY songbooks, URJ · The Complete Chanukah Songbook, Transcontinental publications · The Complete Book of Jewish Rounds, Transcontinental · Various Songsbooks and CDs by Debbie Friedman, Rick Recht, Sam Glaser Rabbi Joe Black, Josh Nelson, Cantor Lisa Levine, Sol Zim, Mah Tovu, Craig Taubman, Noam Katz, Steve Dropkin, Beth Schafter, Julie Silver, Hanna Tiferet, Safam, Laura Berkson, Peri Smilow, Cantor Rachelle Nelson, Rabbi Shefa Gold, Natalie Young, Ellen Allard, Nefesh Mountain Alan Goodis, Noah Aaronson, Doug Cotler, Cindy Paley · Songbook by Jackie Berney · Various song sheets created by Jackie Berney · Jewish Holiday Songs-Isra-tav Publications · Holiday Songs for Limore-Volume 6-Irsa-Tav Publications · Shironi, Ruti Worrall · Let’s Sing Rosh Hashana & Sukkot Songs, Adi Sulkin · Let’s Sing Shavuot Songs, Adi Sulkin · Israel in Song, Velvel Pasternak · Great Songs of Israel, Velvel Pasternak · L’Yisrael Mizmore, Tara Publications
E. Technology
F. Assessment
· Teacher observation · Class Discussions
VII. Unit-Israel
A. Content/Essential Questions
Students will learn about the history, landmarks, major cities, customs and connection to the land of Israel through music. This will culminate with a school-wide program
Standards:
B. Skills
The student will be able to:
· Study the different influences of various immigrant groups to Israel · Sing music in Hebrew and English and learn about the various composers of Israeli music. · Identify with and personalize the history of immigrant groups to Israel · Perform music representing diverse historical periods and cultures, with expression appropriate for the work being performed · Sing music written in two and three parts with accompaniment. · Demonstrate increased ability to work effectively and cooperate in an ensemble. · Process the purpose of the rehearsal process in refining and revising work leading to a finished performance · Perform (in rehearsal and production) as a productive and responsible member of an acting ensemble (i.e., demonstrate personal responsibility and commitment to a collaborative process)
C. Activities/Procedures
· Whole group discussions/song sessions · Small group · Reading Israeli poetry from Naomi Shemer · Listening to various CDs and You Tube videos of Israeli performers · Rehearsal for school program
D. Resources
Resources include but are not limited to:
· The Complete Jewish Songbook volumes 1 & 2, Transcontinental Publishing · Manginot: 201 Songs for Jewish Schools, Transcontinental Publishing · Ruach series of books published by Transcontinental Publishing · Various song sheets created by Jackie Berney · Israel in Song, Velvel Pasternak · Great Songs of Israel, Velvel Pasternak · L’Yisrael Mizmore, Tara Publications · Jerusalem in Song, Velvel Pasternak · Naomi Shemer #3, Produced by Amos Rudner · Am Israel Hai, Distributed by Isradisc · Bekol Ram, Distributed by Jewish Agency at the Alpha Press · Let’s Sing Yom HaAtzmaut Songs, by by Adi & Esthi Sulkin · Jerusalem Songs, Adi and Esthi Sulkin · Israel Sings, Complied by Richard Neumann · Various Songsbooks and CDs by: o Debbie Friedman, Rick Recht, Sam Glaser Rabbi Joe Black, Josh Nelson, Cantor Lisa Levine, Sol Zim, Mah Tovu, Craig Taubman, Noam Katz, Steve Dropkin, Beth Schafter, Julie Silver, Hanna Tiferet, Safam, Laura Berkson, Peri Smilow, Cantor Rachelle Nelson, Rabbi Shefa Gold, Natalie Young
E. Technology
F. Assessment
· Teacher observation · Class Discussions
VIII Unit-T’filah
A. Content/Essential Questions
Students will sing and lead, alone and with others, weekday prayers and a varied repertoire of songs with appropriate tone, pitch, and rhythm with or without accompaniment and become a praying community
Standards:
B. Skills
The student will be able to:
● Use his/her Hebrew decoding skills when reading from the student siddur ● Chant the following weekday prayers: o Elohai N’shama o Nisim B’chol Yom o Tov L’hodot o Hallelu (various melodies) o Barechu o Yotzer Or (total prayer) o Ahava Raba (total prayer) o V’haeyr Ay-nay-nu o Sh’ma into V’ahvata (various melodies) o Me Chamocha o Amidah (through G’vurot) o R’tzei o Oseh Shalom ● Participate in praying as a community and reflect on personal prayer ● Sing independently with increased accuracy, expanded breath control, and extended vocal range ● Sing prayers written in two parts with accompaniment ● Student will explain how prayer is used in daily life
C. Activities/Procedures
· Whole group discussions · Teacher demonstration · Small group participation
D. Resources
Resources include but are not limited to:
· The Complete Jewish Songbook volumes 1 & 2, Transcontinental Publishing · Manginot: 201 Songs for Jewish Schools, Transcontinental Publishing · The Left Side of the Page by Noah Aronson, Noah AronsonMusic LLC · Am I Awake by Noah Aronson, Noah AronsonMusic LLC · Mishkan Tfilah, A Reform Siddur, Central Conference of American Rabbis · Ruach series of books published by Transcontinental Publishing · Shabbat Anthology Series · The Shlomo Carlebach Anthology, Velvel Pasternak · The Kol B’Seder Songbook, Tara Publishing · Sounds of Creation/Freedom/Holiness/Sinai, Randee Friedman · NFTY in Harmony, Tara Publications · NFTY-50 Years in the Making Songbook & various other NFTY songbooks, URJ · Voices in Prayer, Carol Boyd Leon · Left Side of the Page, Noah Aronson · Various Songsbooks and CDs by: o Debbie Friedman, Rick Recht, Sam Glaser Rabbi Joe Black, Josh Nelson, Cantor Lisa Levine, Sol Zim, Mah Tovu, Craig Taubman, Noam Katz, Steve Dropkin, Beth Schafter, Julie Silver, Hanna Tiferet, Safam, Laura Berkson, Peri Smilow, Cantor Rachelle Nelson, Rabbi Shefa Gold, Natalie Young, Ellen Allard, Nefesh Mountain, Elana Arian, Doug Cotler, Michael Ochs,
E. Technology
F. Assessment
· Teacher observation · Student performance as a soloist · Student performance in a small ensemble & whole group · Class Discussions
Revised: March 2019