Tea
Content
FARMINGTON RIVER REGIONAL SCHOOL DISTRIC T – MUSIC MAP
GRADE FOUR
Skills Standard Sin
Month
September Singing
Beat &
Rhythm
Improvisation
Students will:
Sing an ascending and descending major scale using numbers for the stepwise progression
Sing a simple pitch – matching exercise –
(listening to and matching the pitch of several notes played on the piano)
Sing the song ‘America’ – (My Country ‘Tis Of
Thee)
Sing ‘tone-drill games’ reinforcing the proper use of the speaking and singing voice
Students will:
Perform body percussion and total body movements to cumulative rap song
Create and perform variations of body percussion and total body movements to cumulative rap song – ( in small groups and class ensemble )
Students will:
Write and perform ‘rap poems’ in small groups
Create and perform body percussion to accompany ‘rap poems’ in small groups
Teach ‘rap poems’ to other groups
Perform ‘rap poems’ of other groups
1.1 Sing independently, maintaining accurate intonation, steady tempo, rhythmic accuracy, appropriately-produced sound (timbre), clear diction, and correct posture
1.2 Sing expressively with appropriate dynamics, phrasing, and interpretation
1.6 Sing independently with increased accuracy, expanded breath control, and extended vocal range
2.1 Demonstrate and respond to: the beat, division of the beat, meter (2/4, 3/4, 4/4), and rhythmic notation, including half, quarter, eighth, and sixteenth notes and rests
5.5 Respond through purposeful movement to selected prominent music characteristics or to specific music occurrences while singing or listening to music
5.6
Describe and demonstrate audience skills of listening attentively and responding appropriately in classroom, rehearsal, and performance settings

Te
Month
October
Content
Singing
Beat & Rhythm
Reading &
Notation
Improvisation
FARMINGTON RIVER REGIONAL SCHOOL DISTRIC T – MUSIC MAP
GRADE FOUR
Skills Standard
Students will:
Sing patriotic songs
Sing and echo melodic syllable patterns in 4/4 meter
Sing all songs from ‘The Peanuts Book Of
Pumpkin Carols’
Sing song for Halloween shadow play
Students will:
Use body percussion to accompany Halloween songs
March to keep a steady beat to the patriotic songs and Halloween songs
Students will:
Receive and label the Grade 4 Music Folders
Notate simple rhythmic patterns corresponding to key Halloween words and phrases found in the shadow play song – ( using quarter, eighth, sixteenth, half and whole notes and rests )
Students will:
Create and perform ‘sound effects’ to accompany the Halloween shadow play using percussion, strings, recorders and barred instruments
Perform shadow play
1.1Sing independently, maintaining accurate intonation, steady tempo, rhythmic accuracy, appropriatelyproduced sound (timbre), clear diction, and correct posture
1.2Sing expressively with appropriate dynamics, phrasing, and interpretation
1.3Sing from memory a variety of songs representing genres and styles from diverse cultures and historical periods
2.1Demonstrate and respond to: the beat, division of the beat, meter (2/4, 3/4, 4/4), and rhythmic notation, including half, quarter, eighth, and sixteenth notes and rests
2.4Use standard symbols to notate meter, rhythm, pitch, and dynamics in simple patterns performed by the teacher
3.2Play expressively with appropriate dynamics, phrasing and articulation, and interpretation
3.5Perform in groups, blending instrumental timbres, matching dynamic levels, and responding to the cues of a conductor

Month Content
November Singing
Beat & Rhythm
Form
FARMINGTON RIVER REGIONAL SCHOOL DISTRIC T – MUSIC MAP
GRADE FOUR
Skills Standard
Students will:
Practice songs related to the Veteran’s Day holiday for ceremony
Sing Thanksgiving songs from the notation and lyrics on musical song sheets developing an awareness of the connection between singing and the printed musical notation
Students will:
Use body percussion to accompany Thanksgiving song in 4/4 meter
Transfer body percussion parts to temple blocks, drums, woodblocks, claves and rhythm sticks
Students will:
Create and perform a percussion instrumental accompaniment in 4/4 meter in AB form of
Thanksgiving holiday song
Create and perform variations of percussion instrumental accompaniment in 4/4 meter in ABA and ABC form of Thanksgiving holiday song
Notate the form of the percussion accompaniment on charts using pictures related to the
Thanksgiving Day theme
Use a conductor’s baton to direct Thanksgiving song percussion accompaniment
1.1 Sing independently, maintaining accurate intonation, steady tempo, rhythmic accuracy, appropriately-produced sound (timbre), clear diction, and correct posture
1.2 Sing expressively with appropriate dynamics, phrasing, and interpretation
1.3 Sing from memory a variety of songs representing genres and styles from diverse cultures and historical periods
2.1 Demonstrate and respond to: the beat, division of the beat, meter (2/4, 3/4, 4/4), and rhythmic notation, including half, quarter, eighth, and sixteenth notes and rests
3.4 Echo and perform easy rhythmic, melodic, and chordal patterns accurately and independently on rhythmic, melodic, and harmonic classroom instruments
3.5 Perform in groups, blending instrumental timbres, matching dynamic levels, and responding to the cues of a conductor
3.6 Perform independent instrumental parts while other students sing or play contrasting parts
4.2 Improvise and compose simple rhythmic and melodic ostinato accompaniments

T
Month Content
December Singing
Beat & Rhythm
Form
FARMINGTON RIVER REGIONAL SCHOOL DISTRIC T – MUSIC MAP
GRADE FOUR
Skills Standard
Students will:
Sing December holiday songs
Sing traditional Christmas carols with opportunity for solo, duet and group ensemble performance
Sing December holiday songs of many diverse cultures developing an appreciation for other nations and people around the world
Sing Hanukkah, Christmas and Kwanzaa songs in unison and rounds
Sing December holiday partner songs in English,
Hebrew, Swedish, German, Polish and French
Sing simple descants to traditional holiday carols and songs
Students will:
Create and notate simple holiday poems using four phrases in 2/4, 3/4 and 4/4 meter
Perform holiday poems - (with appropriately added percussion instrumental accompaniments)
– in class ensemble
Students will:
Play melodic, pitched and non-pitched percussion instruments to appropriately accompany
December holiday music demonstrating the musical likenesses and differences between AB,
ABA and ABC form
Use a conductor’s baton to direct the instrumental ensemble accurately
1.1 Sing independently, maintaining accurate intonation, steady tempo, rhythmic accuracy, appropriately-produced sound (timbre), clear diction, and correct posture
1.2 Sing expressively with appropriate dynamics, phrasing, and interpretation
1.3 Sing from memory a variety of songs representing genres and styles from diverse cultures and historical periods
1.8 Sing music representing diverse genres and cultures, with expression appropriate for the work being performed, and using a variety of languages
2.4 Use standard symbols to notate meter, rhythm, pitch, and dynamics in simple patterns performed by the teacher
3.1 Play independently with accurate intonation, steady tempo, rhythmic accuracy, appropriate technique, and correct posture
3.2 Play expressively with appropriate dynamics, phrasing and articulation, and interpretation
5.1 Perceive, describe, and respond to basic elements of music, including beat, tempo, rhythm, meter, pitch, melody, texture, dynamics, harmony, and form

Te
Month
January
Content
Singing
Beat & Rhythm
Melody
FARMINGTON RIVER REGIONAL SCHOOL DISTRIC T – MUSIC MAP
GRADE FOUR
Skills Standard
Students will:
Sing and study songs and cultures from the seven continents
Sing and recognize ascending and descending major, minor and pentatonic scale patterns
Sing songs to honor Martin Luther King Jr.
Sing songs related to Chinese New Year
Sing two-part songs a cappella and with piano accompaniment
Sing melodic echoing activities in duet, small groups and echo-response style class ensemble performance
Sing echoing exercises
Students will:
Use body percussion to keep a steady beat during ascending and descending scale pattern game
Play rhythm stick accompaniment keeping a steady beat while singing scale pattern game at various tempi
Students will:
Demonstrate the melodic contour of the song line in the scale pattern game by holding and moving nerf balls upward and downward to appropriately show melodic outline
1.1 Sing independently, maintaining accurate intonation, steady tempo, rhythmic accuracy, appropriately-produced sound (timbre), clear diction, and correct posture
1.2 Sing expressively with appropriate dynamics, phrasing, and interpretation
1.3 Sing from memory a variety of songs representing genres and styles from diverse cultures and historical periods
1.8 Sing music representing diverse genres and cultures, with expression appropriate for the work being performed, and using a variety of languages
2.1 Demonstrate and respond to: the beat, division of the beat, meter (2/4, 3/4, 4/4), and rhythmic notation, including half, quarter, eighth, and sixteenth notes and rests
3.1 Play independently with accurate intonation, steady tempo, rhythmic accuracy, appropriate technique, and correct posture
5.1 Perceive, describe, and respond to basic elements of music, including beat, tempo, rhythm, meter, pitch, melody, texture, dynamics, harmony, and form

Month
February
Content
Singing
Beat & Rhythm
Melody &
Harmony
FARMINGTON RIVER REGIONAL SCHOOL DISTRIC T – MUSIC MAP
GRADE FOUR
Skills
Students will:
Continue singing and studying songs and cultures from the seven continents
Sing pentatonic tone drills and songs
Sing pentatonic and rhythmic songs in canon
Sing Valentine’s Day rhythm game songs
Students will:
Use body percussion to perform quarter note and rest patterns in Valentine’s Day rhythm game song
Use non-pitched wooden percussion instruments to perform quarter note and rest patterns in Valentine’s Day rhythm song games
Students will:
Recognize and identify the melodic parts and harmonic parts of pentatonic songs sung alone in unison and in canon
Recognize and identify the melody and the harmony when singing pentatonic syllable patterns in unison and in canon
Play simple pentatonic melody patterns alone and in canon on barred instruments identifying when the melody and harmony are played
Standard
1.1 Sing independently, maintaining accurate intonation, steady tempo, rhythmic accuracy, appropriately-produced sound (timbre), clear diction, and correct posture
1.2 Sing expressively with appropriate dynamics, phrasing, and interpretation
1.3 Sing from memory a variety of songs representing genres and styles from diverse cultures and historical periods
2.1 Demonstrate and respond to: the beat, division of the beat, meter (2/4, 3/4, 4/4), and rhythmic notation, including half, quarter, eighth, and sixteenth notes and rests
3.4 Echo and perform easy rhythmic, melodic, and chordal patterns accurately and independently on rhythmic, melodic, and harmonic classroom instruments
3.6 Perform independent instrumental parts while other students sing or play contrasting parts
5.1 Perceive, describe, and respond to basic elements of music, including beat, tempo, rhythm, meter, pitch, melody, texture, dynamics, harmony, and form

Month
March
FARMINGTON RIVER REGIONAL SCHOOL DISTRIC T – MUSIC MAP
GRADE FOUR
Content Skills Standard
Singing
Beat & Rhythm
Music Appreciation and Interpretation
Students will:
Sing two different songs about the United
States of America, developing the ability of memorizing all fifty capitals and states
Sing a rap song with melodic refrain with complete melodic and rhythmic accuracy
Sing Irish folk songs related to St. Patrick’s
Day
Students will:
Use body tapping to accompany rap song with melodic refrain in various tempi
Use body percussion to keep a steady beat in
2/4, 3/4 and 4/4 meter to accompany Irish folk songs
Students will:
View and listen to ‘Riverdance’ DVD
Use total body movements to dance and move to selected excerpts of the ‘Riverdance’ DVD
Develop an appreciation and awareness of the unique sound and distinctive melodic and harmonic artistic expression of Irish music
Compare and contrast selected musical excerpts from ‘Riverdance’in relation to dynamics and tempo
1.1 Sing independently, maintaining accurate intonation, steady tempo, rhythmic accuracy, appropriately-produced sound (timbre), clear diction, and correct posture
1.2 Sing expressively with appropriate dynamics, phrasing, and interpretation
1.3 Sing from memory a variety of songs representing genres and styles from diverse cultures and historical periods
2.1 Demonstrate and respond to: the beat, division of the beat, meter (2/4, 3/4, 4/4), and rhythmic notation, including half, quarter, eighth, and sixteenth notes and rests
5.5 Respond through purposeful movement to selected prominent music characteristics or to specific music occurrences while singing or listening to music
5.1 Perceive, describe, and respond to basic elements of music, including beat, tempo, rhythm, meter, pitch, melody, texture, dynamics, harmony, and form
5.2 Listen to and describe aural examples of music of various styles, genres, cultural and historical periods, identifying expressive qualities, instrumentation, and cultural and/or geographic context

T
Month
April
Content
Singing
Beat & Rhythm
Expression &
Interpretation
FARMINGTON RIVER REGIONAL SCHOOL DISTRIC T – MUSIC MAP
GRADE FOUR
Skills
Students will:
Sing two and three part rounds
Sing songs and partner songs in relation to
Earth Day
Sing a cappella tone drills games
Sing ascending and descending major scales in selected skip, step and interval patterns
Students will:
Compose and notate simple rhythmic pattern accompaniments for Earth Day partner songs
Create Earth Day songs using known melodies and writing the lyrics
Compose rhythmic accompaniments for original Earth Day song lyrics
Perform Earth Day compositions individually
Teach others and conduct their original compositions
Students will:
Develop the ability of devising criteria and evaluating performances and compositions of diverse cultures
Develop the ability to differentiate between dynamic levels, various tempi, phrasing and articulation
Listen and identify diverse moods in musical compositions
Standard
1.1 Sing independently, maintaining accurate intonation, steady tempo, rhythmic accuracy, appropriately-produced sound (timbre), clear diction, and correct posture
1.2 Sing expressively with appropriate dynamics, phrasing, and interpretation
1.4 Sing ostinatos, partner songs, rounds and simple two-part songs, with and without accompaniment
2.4 Use standard symbols to notate meter, rhythm, pitch, and dynamics in simple patterns performed by the teacher
3.5 Perform in groups, blending instrumental timbres, matching dynamic levels, and responding to the cues of a conductor
4.2
Improvise and compose simple rhythmic and melodic ostinato accompaniments
4.5
Create and arrange short songs and instrumental pieces within teacher-specified guidelines
5.1 Perceive, describe, and respond to basic elements of music, including beat, tempo, rhythm, meter, pitch, melody, texture, dynamics, harmony, and form
5.2 Listen to and describe aural examples of music of various styles, genres, cultural and historical periods, identifying expressive qualities

T
Month
May
Content
FARMINGTON RIVER REGIONAL SCHOOL DISTRIC T – MUSIC MAP
GRADE FOUR
Skills Standard
Singing
Beat & Rhythm
Instruments Of The
Orchestra
Students will:
Sing song about note values for recognition and memorization
Sing song about the Presidents of the United
States for recognition, study and memorization
Sing songs related to the Memorial Day holiday for study and ceremony
Sing song about the orchestral instruments for recognition and memorization
Students will:
Identify and notate the notes, rests and values for eighth, quarter, half, dotted half and whole notes and rests
Identify and notate the staff, treble clef, bar lines, measures, double bar line, time signatures, repeat sign and lines and spaces
Write the letter names for notes written on the lines and spaces of the staff
Students will:
Identify the four families of instruments of the orchestra
Review listening to recordings of instruments of the orchestra, individually and in full four family ensemble to identify each instrument and group aurally
Color and label ‘Instruments Of The Orchestra’ papers by individual instrument and family
1.1 Sing independently, maintaining accurate intonation, steady tempo, rhythmic accuracy, appropriately-produced sound (timbre), clear diction, and correct posture
1.2 Sing expressively with appropriate dynamics, phrasing, and interpretation
1.3 Sing from memory a variety of songs representing genres and styles from diverse cultures and historical periods
2.2 Use a system (syllables, numbers, or letters) to read and sing at sight simple pitch notation in the treble clef
2.3 Identify symbols and traditional terms referring to dynamics, tempo, and articulation and interpret them correctly when performing
2.4 Use standard symbols to notate meter, rhythm, pitch, and dynamics in simple patterns performed by the teacher
5.3 Use appropriate terminology in describing music, music notation, music instruments and voices, and music performances
5.4 Identify the sounds of a variety of instruments, including many orchestra and band instruments, and instruments from various cultures, as well as children’s voices and male and female adult voices

Month
June
Content
Singing
Beat & Rhythm
Improvisation
FARMINGTON RIVER REGIONAL SCHOOL DISTRIC T – MUSIC MAP
GRADE FOUR
Skills Standard
Students will:
Sing ‘question and answer song’ for barred instrument playing game
Sing songs related to Flag Day for ceremony
Sing pentatonic song for xylophone instrument game
Sing the first verse of the following American patriotic songs from memory: ‘The Star-
Spangled Banner’, ‘America The Beautiful’,
‘America’ – (My Country ‘Tis Of Thee) and
‘God Bless America’
Sing an ascending and descending major scale with notes and syllables
Students will:
Play ‘question and answer song game’ on xylophones, metallophones and glockenspiels echoing, creating and improvising rhythmic and melodic patterns in 2/4, 3/4 and 4/4 meters
Play pentatonic song game on the barred instruments with student – leader conductors
Listen to ‘The Limbo Rock’ CD and play the game
Play wooden percussion instruments, maracas, triangles, cabasa, cow bell and finger cymbals to accompany the music of ‘The Limbo Rock’ game
Play ‘Music Instrument Bingo’
Listen to CD to identify bass, tenor, alto and soprano voices aurally
1.1 Sing independently, maintaining accurate intonation, steady tempo, rhythmic accuracy, appropriately-produced sound (timbre), clear diction, and correct posture
1.2 Sing expressively with appropriate dynamics, phrasing, and interpretation
1.3
Sing from memory a variety of songs representing genres and styles from diverse cultures and historical periods
1.5Sing in groups, blending vocal timbres, matching dynamic levels, and responding to the cues of a conductor
2.1 Demonstrate and respond to: the beat, division of the beat, meter (2/4, 3/4, 4/4), and rhythmic notation, including half, quarter, eighth, and sixteenth notes and rests
3.1 Play independently with accurate intonation, steady tempo, rhythmic accuracy, appropriate technique, and correct posture
4.1 Improvise
“answers” in the same style to given rhythmic and melodic phrases
5.4 Identify the sounds of a variety of instruments, including many orchestra and band instruments, and instruments from various cultures, as well as children’s voices and male and female adult voices