Music Music: Grade 4 Product Performance GLE 1: Develop and apply singing skills to perform and communicate through the arts

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1 Expressive Singing Independent Singing : Grade 4 Product Performance GLE 1: Develop and apply singing skills to perform and communicate through the arts : knowledge of process and techniques for the production, exhibition, or performance of one or more of the visual or performed arts match pitch in an extended range [octave]. Students will match pitch in a range of at least an octave while singing songs selected from the district adopted textbook. B demonstrate dynamics [p, f, crescendo, decrescendo/diminuendo ] and tempi [fast, slow, ritardando ]. interpret expressive markings [accent, fermata ]. Students will demonstrate an understanding of dynamic, tempo, and expressive marks while performing songs from the district adopted textbook. a. Select songs that include p, f, crescendo, decrescendo, tempo markings of fast/slow, ritardando, accent and fermata. 1 2/28/2009 Cape Girardeau Public Schools 2009

2 Part Singing Repertoire : Grade 4 Product Performance GLE 1: Develop and apply singing skills to perform and communicate through the arts C perform a varied repertoire of songs including: a. patriotic b. folk c. seasonal d. spirituals. Students will perform a variety of songs selected from the district adopted textbook including patriotic, folk, seasonal, and spirituals. a. Include appropriate holiday and folk songs throughout the year. b. Holiday programs, character counts program, drug free program, multicultural program, etc. D perform ostinati, rounds, canons and partner songs. Students will perform ostinati, rounds, canons and partner songs selected from the district adopted textbook. a. dd teacher created rhythmic and melodic ostinato patterns for classroom instruments for accompaniments for singing and recorder playing. 2 2/28/2009 Cape Girardeau Public Schools 2009

3 Group Singing : Grade 4 Product Performance GLE 1: Develop and apply singing skills to perform and communicate through the arts E demonstrate characteristic timbre, dynamics and rhythmic accuracy in time during group performance, following the cues of the conductor. Students will demonstrate timbre, dynamics and rhythmic accuracy appropriate to the song, following the cues of the conductor, during group singing. a. Sit or stand tall, sing together, use singing voice 3 2/28/2009 Cape Girardeau Public Schools 2009

4 Expression and Technical Instrumental Performance : Grade 4 Product Performance GLE 2: Develop and apply instrumental music skills to perform and communicate through the arts : knowledge of process and techniques for the production, exhibition, or performance of one or more of the visual or performed arts read and perform at least three pitches on a melodic instrument. read and perform rhythmic patterns: a. whole note/rest b. quarter note/rest c. half note/rest d. eighth note/rest: pairs e. dotted half note f. sixteenth notes. Students will read and perform at least 3 pitches on a melodic instrument using standard rhythmic notation. a. B G E on recorder playing tests B interpret expressive markings [accent, fermata ]. demonstrate dynamics [p, f, crescendo, decrescendo/diminuendo ] and tempi [fast, slow, ritardando ]. Students will demonstrate an understanding of expressive, dynamic and tempo markings while playing classroom instruments and/or singing. 4 2/28/2009 Cape Girardeau Public Schools 2009

5 Group Playing Imitation (play by ear) Repertoire : Grade 4 Product Performance GLE 2: Develop and apply instrumental music skills to perform and communicate through the arts C perform a varied repertoire of music including instrumental accompaniments representing diverse cultures, genres, and styles. Students will accompany their own singing and instrumental melodies representing diverse cultures, genres, and styles using classroom instruments. a. add unpitched instruments to accompaniments to convey a particular style or culture. D echo short rhythmic and melodic patterns on classroom instruments. Students will echo short pentatonic melodies on classroom instruments as dictated by teacher. a. students echo patterns clapped by teacher on classroom instruments. b. students echo melodic patterns dictated in sol fege by the teacher on barred instruments. E perform independently in a group, demonstrating characteristic timbre, tempo, and dynamics, following the cues of the conductor. Students will accurately perform their particular part of accompaniments and ensembles responding to cues from the teacher or conductor. 5 2/28/2009 Cape Girardeau Public Schools 2009

6 Improvisation Extended Thinking : Grade 4 Product Performance GLE 3: Develop and apply improvisation skills in music to communicate through the arts : knowledge of process and techniques for the production, exhibition, or performance of one or more of the visual or performed arts improvise simple rhythmic and melodic ostinati accompaniments. Students will improvise rhythmic and melodic ostinato patterns to accompany singing or instrumental melodies. 6 2/28/2009 Cape Girardeau Public Schools 2009

7 Composition and rrangement Extended Thinking : Grade 4 Product Performance GLE 4: Develop and apply skills to compose, arrange, and create music to communicate through the arts : knowledge of process and techniques for the production, exhibition, or performance of one or more of the visual or performed arts create rhythmic and/or melodic ostinati and soundscapes. Students will create rhythmic and/or melodic ostinati and soundscapes to accompany songs in the district adopted textbook and to illustrate a poem or other text. 7 2/28/2009 Cape Girardeau Public Schools 2009

8 Melodic Notation Rhythmic Notation : Grade 4 Elements and Principles of GLE 1: Develop and apply the knowledge and skills to read and notate music F 2: knowledge of the principles and elements of different art forms read standard rhythmic notation in 2/4, 3/4, 4/4 meter signatures with bar lines consisting of: a. whole note/rest b. quarter note/rest c. half note/rest d. eighth-note pairs e. dotted half note f. sixteenth notes. F 2 Students will read patterns of standard notation, including syncopation, in simple duple, simple triple, and compound duple meters. a. include melodies for recorder practice that incorporate all standard rhythmic durations, syncopation, and meters. playing tests B identify standard pitch notation in the treble clef. F 2 Students will read the pitches on the treble clef staff using standard notation. teacher created assessments 8 2/28/2009 Cape Girardeau Public Schools 2009

9 Symbols for Rhythm, Pitch, and Expressive Elements Symbols of Expression : Grade 4 Elements and Principles of GLE 1: Develop and apply the knowledge and skills to read and notate music C identify standard symbols: a. p for piano b. f for forte c. mp for mezzo piano d. mf for mezzo forte e. cresc or < for crescendo f. descres or > for decrescendo g. dim for diminuendo h. fast i. slow j. ritardando k. accent l. fermata m. ties n. slurs. F 2 Students will identify and interpret the usage of standard symbols for dynamics, tempo and articulation. a. Choose songs for programs and recorder exercises that utilize dynamic, tempo and articulation symbols. teacher created assessments D notate rhythmic patterns and dynamics presented by the teacher: a. whole note/rest b. quarter note/rest c. half note/rest d. eighth-note pairs e. dotted half note f. p for piano g. f for forte h. cresc for screscendo i. descresc for decrescendo j. dim for diminuendo. F 2 Students will notate rhythmic patterns and dynamics presented by the teacher in standard rhythmic notation in simple meters. a. Students derive rhythms from the speech of selected poems and chants. 9 2/28/2009 Cape Girardeau Public Schools 2009

10 al Characteristics, Events, and Descriptors al Forms : Grade 4 rtistic Perceptions GLE 1: Develop and apply the knowledge and skills to listen to, analyze, and describe music and musical performance F 3: knowledge of the vocabulary to explain perceptions about and evaluations of works in dance, music, theatre, and visual arts identify and analyze forms and composition techniques: a. B b. B c. canon d. ostinati e. verse/refrain f. repeat sign g. partner songs h. rondo i. first and second endings j. coda k. blues. F 3 Students will interpret and identify formal structures in music and standard directional symbols. a. Sing a variety of songs from the district adopted text in a variety of forms that include standard directional symbols. B distinguish between vocal ensemble groupings and orchestral instruments. identify instruments as representative of various cultures. F 3 Students will discriminate between vocal and instrumental timbres and identify instrument timbres by culture. a. Present listening examples from district adopted text. b. dd unpitched percussion instruments of appropriate cultures to accompany multicultural songs in the district adopted text. 10 2/28/2009 Cape Girardeau Public Schools 2009

11 Critique al Performances and Compositions Criteria for al Performances and Compositions Strategic Thinking : Grade 4 rtistic Perceptions GLE 2: Develop and apply the knowledge and skills to evaluate music and musical performance F 3: knowledge of the vocabulary to explain perceptions about and evaluations of works in dance, music, theatre, and visual arts develop criteria to distinguish between quality and non-quality performance through listening and self-assessment with regard to the following musical elements: a. tone quality b. expression/phrasing c. rhythmic accuracy d. pitch accuracy e. part acquisition f. blend/balance g. diction/articulation h. posture/stage presence. F Students will create a form with which to evaluate musical performances referencing tone quality, expression/phrasing, rhythmic accuracy, pitch accuracy, part acquisition, blend/balance, diction/articulation, posture/stage presence criterion. a. Guide students in the creation of an evaluation tool to critique peer performances. peer evaluation B use prerequisite music terms to describe their personal response to a musical example (function/style). F Students will describe their personal response regarding function/style to a musical example. 11 2/28/2009 Cape Girardeau Public Schools 2009

12 Connections between and Non-rts Disciplines Connections between and Related rts and Humanities : Grade 4 Interdisciplinary Connections GLE 1: Develop and apply knowledge and skills to understand the relationships between music, the other arts, and disciplines outside the arts F 4: knowledge of interrelationships of visual and performing arts and the relationships of the arts to other disciplines compare and contrast meanings of terms used in the arts, such as unity, variety, repetition and contrast (e.g., listen to a rondo and study pictures of buildings designed by famous architects; tell where you see or hear examples of repetition. F 4 Students will apply artistic elemental vocabulary common to all artistic disciplines to compare and contrast their meanings and applications. a. Compare the formal structure of a listening example to the formal structure of a graphic picture or architecture of a building. B identify ways in which the principles and subject matter of other disciplines are interrelated with those of music. compare the science of sound as it relates to stringed (violin, piano) and percussion instruments (e.g., production of sound, vibrations). F 4 Students will identify and describe ways in which the principles and subject matter of other disciplines are interrelated with those of music. Students will describe the process of sound production on stringed and percussion instruments. a. Discuss the way sound is produced on the different families of instruments. 12 2/28/2009 Cape Girardeau Public Schools 2009

13 Stylistic Practices Genres of Styles : Grade 4 Historical and Cultural Contexts GLE 1: Develop and apply the knowledge and skills to understand works of art in time and place F 5: knowledge of visual and performing arts in historical and cultural contexts B identify characteristics of teacherselected genres or styles a. work songs b. cowboy songs c. square dances d. Spirituals e. Blues. identify music representing diverse cultures including Missouri (including the music of Scott Joplin) and merican heritage. F 5 The students will discriminate between teacher selected genres and styles. a. Identify the genre and style of the repertoire selected from the district adopted textbook. b. listen to music examples by Scott Joplin and discuss his contribution to merican heritage. describe how elements of music are used in teacher-selected examples: a. work songs b. cowboy songs c. square dances d. spirituals e. Ragtime f. Blues. describe how elements of music are used in teacher-selected examples of diverse cultures including Missouri and merican heritage. F The students will identify elements of music and their treatment in repertoire selected from the district adopted textbook. a. Identify the treatment of musical elements as selected repertoire is introduced. 13 2/28/2009 Cape Girardeau Public Schools 2009

14 Careers in 's Role and Function in Various Cultures : Grade 4 Historical and Cultural Contexts GLE 1: Develop and apply the knowledge and skills to understand works of art in time and place C describe the function of music representing diverse cultures, including Missouri and merican heritage, in various settings and cultural events: a. work songs b. cowboy songs c. square dances d. Spirituals e. Ragtime f. Blues. F The students will understand the function of music in various settings and cultural events. a. Using the district adopted textbook as a resource for repertoire, plan a program for your school or a community event. performance event discuss and demonstrate appropriate listening behavior for various types of performances. D identify available music-related careers in a given setting in the community. identify available music involvement opportunities in the school setting such as band, orchestra, choir, musical theatre, etc. F W The students will identify music related careers in a given setting. a. Students will attend programs presented at their school by the various music departments of the school district, such as band, orchestra, choir, and musical theatre. b. Students will be made aware of opportunity to participate in school performance groups. 14 2/28/2009 Cape Girardeau Public Schools 2009

15 Performing udience Etiquette Theatre: Grade 4 Product/Performance GLE 1: Develop and apply skills to communicate ideas through theatrical performances. : knowledge of process and techniques for the production, exhibition, or performance of one or more of the visual or performed arts model appropriate audience behavior at various performances. F1 Students will display appropriate performance and audience etiquette during all types of performances. F participate in a performance for a class or invited audience. F1 Students will participate in a concert performance at the end of each trimester. 15 2/28/2009 Cape Girardeau Public Schools 2009

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