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    Strands

    Music Theory/Literacy

    Students will study and practice music theory through reading and writing music notation. They will use critical-thinking skills to analyze the manner in which music is organized.

    Performance

    Students will demonstrate mastery of musical skills and concepts at levels of increasing difficulty. They will learn to participate in music as a musician through singing, playing instruments, improvising, composing, and moving to music. Students will participate in all aspects of music performance, demonstrating appropriate use of related materials, equipment, methods, and technologies.

    Music History and Cultural Context

    Students will understand aspects of music history and ways in which music fits into culture. They will become familiar with the distinctive musical characteristics of music that delineate major historical periods of music and will identify the compositional techniques employed in many styles of music. Students will examine the interrelationships among current events, developing technologies, and music in society.

    Analysis, Evaluation, and Critique

    Students will listen to, respond to, reflect on, analyze, interpret, evaluate, and critique music. They will articulate objective evaluations of musical works by analyzing creative musical elements and production as a whole. Students will be guided in the development of criteria to be used for making informed artistic judgments about music as well as the other arts and for evaluating the roles of music in society. They will apply these processes when creating and evaluating their own musical works.

    Aesthetics

    Students will reflect on the sensory, emotional, and intellectual qualities of music. They will examine various cultural perspectives and factors that shape aesthetic responses to music. By experiencing and evaluating musical compositions and performances, students will have the opportunity to understand meaning in music and recognize the contribution music makes to the enrichment of the human experience.

     

    Grade Four General Music

    The standards for Grade Four General Music emphasize a deeper understanding of musical concepts, including singing, playing instruments, listening, creating, composing, and performing. Students continue to expand their knowledge of orchestral instruments and music from various cultures. Students gain understanding of music styles and listen to, analyze, and describe music.

    Music Theory/Literacy

    4.1   The student will read and notate music, including

    1. reading melodies based on a hexatonic scale;
    2. using traditional notation to write melodies containing stepwise motion;
    3. reading two-note accompaniment patterns (bordun);
    4. reading and notating rhythmic patterns that include dotted quarter note followed by an eighth note;
    5. using a system to sight-read melodic and rhythmic patterns;
    6. identifying the meaning of the upper and lower numbers of simple time signatures
      ( ,  ,  ); and
    7. identifying dynamic markings (e.g., p, mp, mf, f).

    Performance

    4.2   The student will sing a varied repertoire of songs alone and with others, including

    1. singing with a clear tone quality and correct intonation;
    2. singing diatonic melodies;
    3. singing melodies written on the treble staff;
    4. singing with expression, using dynamics and phrasing;
    5. singing in simple harmony; and
    6. demonstrating proper posture for singing.

    4.3  The student will play a variety of pitched and nonpitched instruments alone and with others, including

    1. playing music of increasing difficulty in two-part ensembles;
    2. playing melodies of increasing difficulty written on the treble staff;
    3. playing a given melody on a recorder or other similar instrument;
    4. playing with expression, using dynamics and phrasing;
    5. accompanying songs and chants with I, IV, and V(V7) chords; and
    6. demonstrating proper playing techniques.

    4.4  The student will perform rhythmic patterns that include dotted quarter note followed by an eighth note.

    4.5   The student will respond to music with movement by

    1. performing nonchoreographed and choreographed movements;
    2. performing traditional folk dances and other music activities; and
    3. creating movement to illustrate rondo (ABACA) musical form.

    4.6   The student will create music by

    1. improvising melodies and rhythms, using a variety of sound sources;
    2. composing short melodic and rhythmic phrases within specified guidelines; and
    3. using contemporary media and technology.

    Music History and Cultural Context

    4.7   The student will explore historical and cultural aspects of music by

    1. describing four music compositions from four different periods of music history and identifying the composers;
    2. placing musical examples into categories of style;
    3. listening to and describing music from a variety of world cultures; and
    4. examining how music from popular culture reflects the past and influences the present.

    4.8   The student will demonstrate audience and participant behaviors appropriate for the purposes and settings in which music is performed.

    4.9  The student will compare the relationships between music and other fields of knowledge.

    Analysis, Evaluation, and Critique

    4.10  The student will analyze music by

    1. identifying instruments from a variety of music ensembles visually and aurally;
    2. distinguishing between major and minor tonality;
    3. listening to, comparing, and contrasting music compositions from a variety of cultures and time periods;
    4. identifying elements of music through listening, using music terminology; and
    5. identifying rondo form (ABACA).

    4.11  The student will evaluate and critique music by

    1. reviewing criteria used to evaluate compositions and performances; and
    2. describing performances and offering constructive feedback.

    4.12  The student will identify characteristics and behaviors that lead to success as a musician.

    Aesthetics

    4.13  The student will explain personal preferences for musical works and performances, using music terminology.

    4.14   The student will explain how criteria used to value music may vary from one culture to another.

    4.15    The student will describe how personal beliefs influence responses to music.

     

     

Last Modified on June 10, 2019