Music Content Curriculum Materials Used (All) Assessments Used Time Line Fourth Grade (What needs to be taught?) (Daily/Weekly/Benchmarks) Rhythm Teacher observation of Fourth Grade Music New York State Music K-8 Magazine and CD’s student generated response Classes are 30 Continue to develop skills/concepts from Learning Standards (various volumes) minutes long and For the Arts: previous years. Add whole note/rest, meet once every 6 sixteenth notes/rest, half rest, eighth rest, World of Music Series – Grade Student response to rhythmic days. NYS Standard 1: dotted quarter note, dotted half note, 4 (Silver Burdett) dictation Creating, Performing Barline/measure, strong/weak beats, There are And Participating in Rhythmic Ostinati Music Connection Series – approximately 30 The Arts. Metric groupings – 2/4, 3/4, 4/4 and Grade 4 (Silver Burdett) Quarterly Report Cards Music classes per meter signature, metric groupings (duple, grades are based on Music year. NYS Standard 2: triple) syncopation (eighth/quarter/eighth) Tune Buddies “Instruments of effort, participation, written Knowing and Using Multi- part rhythmic scores the Orchestra” videos work : 15 total hours of Arts materials and Conducting patterns 2/4, 3/4, 4/4 music per year. Resources. Lives of the Composers videos A+ Counting beats in a measure (as opposed A NYS Standard 3: to ta, ti etc.) A- Note: Responding to and *Identify time signature in written B+ Students develop analyzing works of rhythms (3 measures) using quarter B skills and Art. notes/rests, barred eighth notes, half Classroom musical B- knowledge in all notes, dotted half notes instruments (including but not C+ areas at the NYS Standard 4: *identify a performed rhythm(2 measures) limited to) C appropriate Understanding the in ¾ or 4/4 given 3 choices using quarter Melody bells C- age/grade level. All cultural dimensions notes/rests, barred eighth notes, half Glockenspiel D+ students develop at and contributions of notes, dotted half notes Xylophone D their own pace. the Arts. Metallophone, D- The content areas Melody Tone chimes F are dealt with on a Continue to develop skills/concepts from Hand drums revolving basis *BT BOCES Music previous years. Bongo drums throughout the Common Learning Melodic Contour and Guiro school year. Objective direction(up/down/stay the same) Maracas Identify (visually and aurally) melodic Wood block direction (up/dpwn) Tambourine Step/leap/repeat, scale patterns Recorders Boom whackers Singing in tune and matching pitch in

limited range. D,R,M,S,L,D melodies (sing, Barbara Crowle read, play on melodic instruments, notate) 2013-14 add Fa and Ti. Treble Clef note naming. Size of sound source related to pitch, Do as an ending pitch, 5 line staff, *Identify notes by letter names on the treble clef staff (no ledger lines) , musical alphabet, Folk/traditional/seasonal repertoire, proper vocal production

Content Curriculum Materials Used (All) Assessments Used Time Line Music (What needs to be taught?) (Daily/Weekly/Benchmarks) Fourth Grade (page 2) Harmony

Continue to develop skills/concepts from

previous years. Rounds, 1 and 2 measure ostinati(playing and singing)with songs. Partner songs. Playing simple accompaniment on barred melodic instruments, broken bordun Form

Phrase, Same/Different, Patterns,

*Aurally Identify AB and ABA forms st nd Introduction, D.C. al fine, 1 ending/2 ending, Coda, Rondo, Interlude Patterns, Verse/refrain Movement Folk Dances from “Teaching Movement

and Dance”(Rhythmically Moving”

recordings) “Les Saluts”, Seven Jumps”… Hand Jives

(continued on next page)

Expressive Qualities Music “Erie Canal”, Fermata, Colonial songs *Crescendo/Decrescendo (symbol) Fourth Grade *Define Tempo (page 3) *Identify staff, bar line and measure Tempo markings, Dynamics (mf/mp, pp/ff) Vocal production/quality development, Repeat sign, g-clef, Recorders (at least B- A-G)Composers (Bach, Handel) Patriotic/Folk songs, rhymes, seasonal songs, songs to re-enforce classroom concepts, Prepare for Orchestra field trip review Instruments of the Orchestra, size/pitch relationship, accent, improvisation Q & A, reading from staff

*Broome-Tioga BOCES 4th Grade Music Common Learning Objectives Rhythm & Meter (identification and listening) Time Signature/Meter - Be able to identify time signature with written rhythms at least 3 measures long using quarter notes, quarter rests, barred eighth notes, half notes, and dotted half-notes Rhythm - Be able to listen to a rhythm at least 2 measures long using either 3/4 or 4/4 and choose the correct written example 3 choices, each at least 2 measures in length. Rhythms can use quarter notes, quarter rests, barred eighth notes, half notes, and dotted half-notes Form Recognize short AB or ABA form (each section no more than 4 measures) in listening exercise Melody & Pitch Be able to identify melodic direction either up or down (Visual and Aural)

(continued on next page)

Music Literacy Identify note names on a treble clef staff (no Music ledger lines) in all quarter notes Fourth Grade Expressive Terms Dynamics: label and define crescendo and (page 4) decrescendo

Tempo: Define tempo

Music Symbols: Be able to identify and/or

define Staff, bar line (on a staff), and measure