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CURRICULUM MAPPING Subject:​Music Grade: Fourth I. Unit 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?
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