ROSE TREE MEDIA SCHOOL DISTRICT
COURSE CURRICULUM
COURSE TITLE: General Music
GRADE LEVEL: Grade 4
CREATION DATE: November, 2003
Approx. Time
Allotment:
Essential Question, Concept or Theme: I. Student will sing and play a varied repertoire of music as a lifelong learner.
PA Standards: PA 9.1 A, B, C, D, E, G, H;
Benchmark/Skills
I.
A.
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B.
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9.2 A, B, C, D, F, G, H, K, L; 9.3 A, B, D; 9.4, NS 1, 2, 7, 8, 9
Aligned Materials/
Assessment
Resources/Technology
PERFORMING
Singing
Vocal Development – Develop vocal range and skills
(breathing, posture) for group and solo singing
Intonation – Sing with correct intonation using solfeggio
(major, pentatonic)
Expression – Develop techniques to express articulation
and dynamics through singing (breathing using
diaphragm)
Part singing – Sing 2 and 3 part songs
Diction – develop articulation of dipthongs, consonant
“r” and unvoiced consonants
Song Repertoire – sing and memorize music from
diverse genres and cultures
Playing
Percussion (Pitched and Nonpitched)
Play accompaniments on mallet instruments involving I,
IV, V7 Progressions
Play and create solo and ensemble accompaniments
from diverse genres and cultures
Play melodies on mallet instruments by rote and by
reading
Create accompaniments to songs including
introductions, verses, refrains, and ostinatos
Recorder
Read and play new notes C5, F#5, Bb5, with proper
breathing and playing techniques
Play syncopated rhythm patterns
Play melodic patterns using steps and skips
Play countermelodies, duets, 3 and 4 part rounds
General Music Grade 4
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Playing Assessment
Individual and Group
Performance
Small Group
Assignments
Individual Feedback
Teacher Observation
Journal Writing
Self Assessment
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Materials
Orff instruments
Recorders
Rhythm instruments
Multicultural
instruments
Melodic instruments
Staff boards
Manipulatives
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Resources
Textbooks
Curriculum
Compact disks
Transparencies
Assessments
Worksheets
Instructional Strategies
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Singing
Use hand signs
Part Singing
Singing alone and in a
group
Sing and clap melodic
and rhythmic patterns
Vocal development
Playing
Use body percussion
Mallet technique
Playing pitched and
non-pitched
percussion instruments
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Technology
Encore
Band in a Box
Music Match Jukebox
Notepad
Music Ace
Page 1
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November, 2003
Essential Question, Concept or Theme: II. Listening/Responding
PA Standards: PA 9.1 A, B, C, D, E, I; 9.2 A, B, C, D, E, G H, J;
Benchmark/Skills
II.
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LISTENING/RESPONDING
Listening
Identify and analyze basic musical forms
Respond to expressive qualities in music
such as tempi and dynamics
Analyze music of diverse cultures and
styles
Demonstrate appropriate audience
behavior
Responding (Movement)
Develop and refine nonlocomotor
movement using alternating patterns
(stamp, patsch, clap, snap) bilateral
movements
Develop basic locomotor movement and
patterns as in social and multi-cultural
dances
Perform creative movements that
demonstrate the musical concepts of
time/space/energy
General Music Grade 4
Approx. Time Allotment:
9.3 A, B, C, D;
NS 6, 8, 9
Aligned Materials/
Resources/Technology
Assessment
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Written Assessment
Playing Assessment
Individual and Group
Performance
Class Discussion
Small Group
Assignments
Individual Feedback
Teacher Observation
Journal Writing
Self Assessment
Instructional Strategies
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Materials
Orff instruments
Recorders
Rhythm instruments
Multicultural instruments
Melodic instruments
Staff boards
Manipulatives
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Resources
Textbooks
Curriculum
Compact disks
Transparencies
Assessments
Worksheets
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Perform dances
Creative Movement
Analyze basic form –
for example: AB,
ABA, rondo
Guided listening
Timbre identification
Recognize and
demonstrate
understanding of
tempo, rhythm,
dynamics, texture,
harmony, melody, and
phrase structure
Study Classical Forms
such as overtures and
ballet
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Technology
Encore
Band in a Box
Music Match Jukebox
Notepad
Music Ace
Page 2
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November, 2003
Essential Question, Concept or Theme: III. Creating
PA Standards: PA 9.1 A, B, C, J, K; NS 1, 2, 3, 4, 5
Benchmark/Skills
III.
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CREATING
Improvising
Introductions, interludes,
codas; pieces in rondo form;
melodies in major/minor,
pentatonic; improvise music
for backgrounds to poems,
movements, drama and
rondos.
Composing
Compose, notate, and
perform
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
Assessment
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Playing Assessment
Individual and Group
Performance
Class Discussion
Small Group Assignments
Individual Feedback
Teacher Observation
Journal Writing
Self Assessment
Materials
Orff instruments
Recorders
Rhythm instruments
Multicultural instruments
Melodic instruments
Staff boards
Manipulatives
Instructional Strategies
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Compose and perform
various patterns
Improvising melodic and
rhythmic patterns
Dramatic Reading
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Resources
Textbooks
Curriculum
Compact disks
Transparencies
Assessments
Worksheets
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Technology
Encore
Band in a Box
Music Match Jukebox
Notepad
Music Ace
General Music Grade 4
Page 3
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November, 2003
Essential Question, Concept or Theme: IV. Reading/Notating
PA Standards: PA 9.1 A, B, C; NS 5
Benchmark/Skills
IV.
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READING/NOTATING
Expression
Read/identify dynamic (pp-ff), tempi,
(allegro-largo), and articulations (staccatolegato) markings
Rhythm
Read and notate specific simple duple and
simple triple rhythm patterns in 2/4, 3 / 4, 4/4
time (i.e. sixteenth, dotted quarter)
Experience upbeats
Form
Phrase forms (introductions, interlude, coda),
section forms (AB, ABA, Rondo), composite
forms (ballet)
Melody
Read and notate diatonic, pentatonic, and
various modes incorporating solfeggio and
pitch names
Timbre
Environmental, vocal (soprano, alto, tenor,
bass), vocal blending (a capella) vocal
production, families of instruments,
synthesized and electric sounds
Texture and Harmony
Ostinatos, partner songs, countermelodies and
descants, rounds; thick/thin; major/minor; 2
and 3 part singing
General Music Grade 4
Approx. Time Allotment:
Assessment
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Written Assessment
Playing Assessment
Individual and
Group Performance
Class Discussion
Small Group
Assignments
Individual Feedback
Teacher Observation
Journal Writing
Self Assessment
Aligned Materials/
Resources/Technology
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Materials
Orff instruments
Recorders
Rhythm instruments
Multicultural
instruments
Melodic instruments
Staff boards
Manipulatives
Instructional Strategies
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Rhythmic and melodic
notation
Reading recorder
Use of manipulatives
(rhythm sticks, staff/notes)
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Resources
Textbooks
Curriculum
Compact disks
Transparencies
Assessments
Worksheets
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Technology
Encore
Band in a Box
Music Match Jukebox
Notepad
Music Ace
Page 4
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November, 2003
Essential Question, Concept or Theme: I. Student will sing and play a varied repertoire of music as a lifelong learner.
Approx. Time Allotment:
II. Listening/Responding III. Creating IV. Reading/Notating
PA Standards: PA 9.1 A, B, C, D, E, G, H; 9.2 A, B, C, D, F, G, H, K, L; 9.3 A, B, D; 9.4 NS 1, 2, 7, 8, 9; PA 9.1 A, B, C, D, E, I; 9.2 A, B, C, D, E, G, H,
J; 9.3 A, B, C, D; NS 6, 8, 9; PA 9.1 A, B, C, J, K; NS 1, 2, 3, 4, 5; PA 9.1 A, B, C; NS 5
Adaptations/Inclusion Techniques
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Specific adaptations for each
child should be in keeping with
the intent of the lesson and the
lesson’s activities.
Peer tutors or teacher aides
when necessary
Preferential seating
Adaptive instruments
Simplify task when necessary
Adaptive assessment (oral quiz,
note written)
Enrichment Strategies
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Multicultural/Interdisciplinary
Connection
Remediation Strategies
Computer software
programs
Journaling
Community field trips
Optional book reports
Optional performances
Special groups
(handbells, recorder
ensemble, handchimes,
select chorus)
Interdisciplinary
connections
Media (video, distance
learning)
Supplemental songs,
dances, games
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Limit scope of content
Repetition
Peer coaching
Private/sectional lessons
Additional teacher
provided music examples
Cooperative learning
 Social Studies
Native American songs and dances
African songs/Spirituals
Multicultural songs
American folk music and instruments
Work songs
Patriotic songs
 Language Arts
Songs in foreign languages
Poetry connections
Folk tales
Journaling
Historical ballads
 Mathematics
Rhythms and numerical values,
Fractions
Time Signatures
Half steps/Whole steps
Pie Graphing
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Science
Structure of instruments
Timbre
Production of Sound
 Art
Relating music to fine arts
Using art to express feelings about
music
General Music Grade 4
Page 5
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November, 2003
Essential Question, Concept or Theme: I. Student will sing and play a varied repertoire of music as a lifelong learner.
Approx. Time Allotment:
II. Listening/Responding III. Creating IV. Reading/Notating
PA Standards: PA 9.1 A, B, C, D, E, G, H; 9.2 A, B, C, D, F, G, H, K, L; 9.3 A, B, D; 9.4 NS 1, 2, 7, 8, 9; PA 9.1 A, B, C, D, E, I; 9.2 A, B, C, D, E, G, H,
J; 9.3 A, B, C, D; NS 6, 8, 9; PA 9.1 A, B, C, J, K; NS 1, 2, 3, 4, 5; PA 9.1 A, B, C; NS 5
Adaptations/Inclusion Techniques
Enrichment Strategies
Remediation Strategies
Multicultural/Interdisciplinary
Connection
 Physical Education
Dance
Eurhythmics
General Music Grade 4
Page 6
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November, 2003