Fourth Grade Music Scope and Sequence TOTAL TOTAL THEME CUMULATIVE Unit One – Where in the World? 7 days -- Unit Two – Traveling On 7 days 14 days 8 days Unit Three – Just Imagine 22 days 8 days Unit Four – Connections 30 days CATEGORY TOTALS 30 days Notes: There are 30 Music sessions during the course of the year. Pemberton Township School District 4th Grade Music Unit Title: Unit 1 - Where In The World? Stage 1: Desired Results Standards & Indicators: 2014 NJCCS: Visual and Performing Arts - 1.1.5.B.1 - 1.1.5.B.2 - 1.3.5.B.1 - 1.3.5.B.2 - 1.3.5.B.4 21st Century Standards: - CRP2 - CRP6 - 9.3.12.AR.3 - 9.3.12.AR PRF.4 - 9.3.12.AR‐PRF.3 - 9.3.12.AR‐PRF.1 Central Idea / Enduring Understanding: Essential/Guiding Question: I can clap a steady beat or a varied rhythm in both 2/4 and 4/4 What is meter? How does it determine the steady beat? meter. I can conduct a 2/4 pattern. I can isolate and highlight phrases of varying lengths in a What is a phrase? How can I identify the beginning and end song. I can explain how phrases come together to form a of a phrase? melody. I can perform a melodic or speech piece in two different vocal Why does my voice sound different when I whisper versus registers using proper breath and vocal support. I continue to when I am yelling? How can I use language to describe search for new words to describe what I hear in unique ways. voices and sounds? I can draw bar lines in the correct positions in 4/4 meters. I can create a rhythmic coda in a 2/4 or 4/4 rhythmic pattern. How do musicians keep track of where they are while I can accurately match a phrase or melody to a shape that performing? How can I create a short improvisation near the outlines the shape of that phrase/melody. I can assign end of a song? solfeggio syllables to the pitches of that melody. If you had to draw the shape of a melody, what would it look I can define form. I can describe how form shapes a piece of like? What solfeggio syllables should I use to sing a melody? music, and how composers use it to create repetition and variety. Why are some melodies used over and over in a song, while others are only used once? How can musicians remember so many notes? Pemberton Twp Schools Stewart 2016 Pemberton Township School District 4th Grade Music Content: Skills(Objectives): • Beat, Duration, Meter, Conducting • Clap the steady beat, clap a varied rhythm, conduct in a 2/4 pattern. • Phrase, Pitch, Melody, Call-and-Response • Signal to show recognition of phrases in a song. • Light and Heavy Register, Tone Color, Timbre Move to show recognition of phrases of different • Quarter, Eighth, Half, Coda, Bar Line, Measure lengths. • Solfeggio, pitch syllables, staff, ledger line, melody, • Speak and sing in lighter and heavier voices. phrase, melodic shape Describe sounds with colorful language. • Form, Section, Repetition, Melody • Create a rhythmic coda in a 4/4 or 2/4 piece. Indicate placement of bar lines in a 4/4 rhythm • Phrase, Rhythm, Solfeggio, Music Notation • Match a melody to the shape it resembles most. Sing a melody from music notation with correct solfeggio syllables. • Signal to indicate that two phrases are different. Assign A or B to the sections of a melody • To review songs, skills and concepts learned in Unit 1 and to test students’ ability to: Identify phrases, read rhythms in 4/4 and 2/4, and recognize patterns using do re mi so la from staff notation Stage 2: Assessment Evidence Performance Task(s): Other Evidence: • Formative Assessment • Class-Work Review • Rhythmic Accuracy • Teacher Observation • Performance • Group & Cooperative Work • Self-Assessment • Instrument and Singing Performance • Pitch Awareness • Participation • End-of-Marking Period Assessment Stage 3: Learning Plan Pemberton Twp Schools Stewart 2016 Pemberton Township School District 4th Grade Music Learning Opportunities/Strategies: Resources: Session 1.1 Duration and Meter: Session 1.1: • Review and build upon some essential musical skills • Music books and knowledge learned from the previous year during • Music Recordings this lesson by focusing on duration of rhythmic notes, • Optional Drum, or other unpitched instrument 2/4 and 4/4 meters, and basic conducting skills. • Resource Master 1.1 Session 1.2 Who’s Phrase Is It Anyway? : Session 1.2: • Demonstrate an understanding of a musical phrase • Music books • Isolate and highlight a phrase in a song • Music Recordings • Review pitch and melody, and how these elements of • Singing Master S.4.2 music effect what we call a phrase. • Orff Orchestration O.2 Session 1.3 The Colors of Music: Session 1.3: • Use descriptive vocabulary to describe the sounds • Music books encountered in music and in everyday life. • Music Recordings • Use two different vocal registers to perform a musical or speech piece. Session 1.4 Time Out For Rhythms: Session 1.4: • Review some of the notes already learned (quarter, • Music books eighth, half) • Music Recordings • Review meters, measures and bar lines. • Optional Drum, or other unpitched instrument • Sight-read rhythmic notation • Resource Master 1.2 • Create a rhythmic coda while adhering to the rules of • Resource Master 1.3 rhythm. Session 1.5 Melodies Take Shape: Session 1.5: • Understand pitch placement in physical space • Music books • Recognize the shapes that phrases and melodies • Music Recordings take. • Orff Orchestration 1.4 • Review and reinforce solfeggio syllables • Resource Master 1.4 • Listen to a melody that uses 3-4 notes, and match that melody to a given shape • Sing that melody using music notation. Session 1.6 Just To Inform you: Session 1.6: • Recognize examples of music from notable • Music books composers based on organization and arrangement • Music Recordings • Understand pattern recognition and repetition by • Optional Drum, or other unpitched instrument critically listening to and assigning sections to various • Resource Master 1.5 parts of music as it relates to form. • Resource Master 1.6 • Listening Map Transparency T.1 • Listening Map Transparency T.2 Session 1.7: Session 1.7 Unit 1 Assessment • • Music books Review lessons 1-6 • Music Recordings • Show mastery of material taught • Optional 4-5 tennis balls and map of the world • Resource Master 1.9 • Resource Master 1.10 • Resource Master TA.1 • Paper copies of the assessment Pemberton Twp Schools Stewart 2016 Pemberton Township School District 4th Grade Music Differentiation High-Achieving Students On Grade Level Students Struggling Students Special Needs/ELL Pitched instruments Pitched instruments Unpitched instruments Unpitched instruments Two part harmony Two part harmony Speak-Sing Speak Sing Visual Presentation Visual Presentation Visual Presentation Visual Presentation Opportunity to Assist Peers Use of a Variety of Media to Use of a Variety of Media to Use of a Variety of Media to Solo Demonstrations for Present Information Present Information Present Information Class Flexible grouping Flexible grouping Flexible grouping Independent Study Kinesthetic activity Kinesthetic activity Kinesthetic activity Accelerated Study Mnemonics Mnemonics Mnemonics Use of technology Feedback Feedback Feedback Student Choice Use of technology Use of technology Use of technology Student Choice Student Choice Student Choice Guided Practice Highlighting key points Highlighting key points Chunking Chunking Rhythm Games Additional Rhythm Games Word Banks Extra Teacher Assistance Reduced Workload Pemberton Twp Schools Stewart 2016 Pemberton Township School District 4th Grade Music Unit Title: Unit 2 - Traveling On Stage 1: Desired Results Standards & Indicators: 2014 NJCCS: Visual and Performing Arts - 1.1.5.B.1 - 1.1.5.B.2 - 1.3.5.B.1 - 1.3.5.B.2 - 1.3.5.B.4 21st Century Standards: - CRP2 - CRP6 - 9.3.12.AR.3 - 9.3.12.AR PRF.4 - 9.3.12.AR‐PRF.3 - 9.3.12.AR‐PRF.1 Central Idea / Enduring Understanding: Essential/Guiding Question: I can find and hum the tonal center of a song, and show how What did people living centuries before electricity do for a melody moves above and below it. entertainment? What is a tonal center and how do I find it in a song? I can sing a song containing sixteenth notes and follow the meaning of it’s story. Can music be used to tell stories? How can words be used to convey specific rhythms? I can identify the family of an instrument by listening to it. I can describe the similarities and differences between each Why do some instruments sound so much different than instrument family. others? I can clap a rhythm containing sixteenth notes where the notes land on the down and up beats. What is a sixteenth note? What is an upbeat? I can identify low la and low so below the treble clef, and I can sing these notes/play them on a xylophone. I can define overture and interlude. I can choose a rhythmic What are the lowest notes that are represented on a treble pattern containing sixteenth notes and rhythmically perform it clef? in a variety of contexts and orders. What is an overture? An interlude? Pemberton Twp Schools Stewart 2016 Pemberton Township School District 4th Grade Music Content: Skills(Objectives): • Tonal center, Melody • Signal to identify visual representation that matches melodic counter. Hum the tonal center of a song. • Sixteenth notes, Folktales, Folk music • Signal when a rhythm pattern with sixteenth notes is • Orchestra, Instrument Families heard. Match word patterns with sixteenth note- • Sixteenth Notes, Upbeat durations to rhythm patterns. • Treble clef, Lower Register • Identify a family of instruments by sound.