4th grade
UNIT OF STUDY: Vocal Music
CLASS: 4th Grade
CONCEPTS: RHYTHM
OBJECTIVES:
PRODUCTION/ACTIVITIES
SKILLS OR CONCEPTS TO
LEARN
1. Review of 3rd grade
RESOURCES/EVALUATION
1. Review known rhythmic values
- ta, ti-ti, rest, ta-o, half rest,
ta-o-ah
1. Echo clapping rhythmic values
2. Identify rhythmic values in
known songs
1.
MENC 5
2. Add ta-o-ah-o and whole rest
1. Learn to write and clap new
rhythmic value
2. Echo-clap rhythmic patterns
using ta-o-ah-o and whole rest
3. Rhythmic dictation
1. Writing different rhythmic
values
2. Repeating what was heard
3. Learning that one sound can
last 4 beats
4. Music’s relationship to math
1.
2.
3.
4.
MENC 5, 6, 8
Rhythmic dictation
Drawing symbols correctly
Note math
3. Meter
1. Identify different time
signatures
2. Draw in beats and barlines for
songs in different time
signatures
3. Conduct patterns in different
time signatures
4. Count note values in number
rhythmic patterns
1. Vocabulary: time signature,
measure, barline
2. Music is divided into equal
groups
3. The same amount is in each
group
1. MENC 5
2. Evaluate ability to make music
into equal measures
3. Evaluate ability to count
rhythms correctly
4. Continue learning the
difference between beat and
rhythm
1. Write ‘beat dots’ under note
values
2. Pat steady beat while singing
melody
3. Tap steady beat while clapping
rhythm
1. Same as 3rd grade
1. MENC 1, 5, 6
2. Written work writing rhythmic
values and/or ‘beat dots’
Revised: Spring 2010
By: Ashley Hellerich
1
4th grade
CONCEPTS: MELODY
OBJECTIVES:
PRODUCTION/ACTIVITIES
SKILLS OR CONCEPTS TO
LEARN
1. Repeat what was heard
RESOURCES/EVALUATION
1. Continue work on matching
pitches
1. Learn new songs by rote and
reading music
2. Echo-sing parts of songs
3. Sing individually and as a
group
2. Review known solfedge notes
- Do, Re, Mi, So, La, high
Do
1. Sing known songs on solfedge
2. Continue writing these notes on
the staff
1. Review of 3rd grade
1. MENC 1, 5
2. Writing assignments of putting
notes on staff
3. Treble clef note names
1. Learn A-G note names for lines
and spaces of the treble clef
2. Be able to identify treble clef
notes on sight
3. Sing songs on note names
4. Play instruments, identifying
note names
1. Pattern of treble clef note
names
2. Letter note names are constant;
Do, Re, Mi etc. can be moved
to any line or space
1. MENC 1, 2, 5
2. Evaluate ability to identify
treble clef notes
3. Note name flash cards
4. Play recorders
1. Play simple melodies on the
recorder
2. Learn fingerings for treble clef
notes on recorder
3. Learn to produce a good tone
on recorder
4. Learn to care for recorders
5. Compose short melodies for
recorder on given notes
1. Pattern of finger movement
relates to how notes move on
staff
2. Be able to read notes on staff
and play written note on
recorder
3. Be able to write notes on staff
for recorder
1. MENC 2, 4, 5, 7
2. Evaluate ability to identify
correct fingerings
3. Evaluate ability to correctly
play recorder
4. Evaluate ability to correctly
place notes on staff
Revised: Spring 2010
By: Ashley Hellerich
2
1. MENC 1
2. Solo singing grades
4th grade
CONCEPTS: EXPRESSION (Tone Color, Tempo, Dynamics)
OBJECTIVES:
PRODUCTION/ACTIVITIES
SKILLS OR CONCEPTS TO
LEARN
1. Review how tempo affects the
mood of a piece
RESOURCES/EVALUATION
1. Review different tempi
1. Sing known songs at different
tempi
- discuss what tempo songs should
be sung/played
2. Sing songs that accelerate and
slow down
3. Change tempo within one piece
2. Learn names and families of
band instruments
1. Identify families of band
instruments by sound, construction,
and playing technique
2. Identify characteristics of each
family
3. Identify individual instruments
and their place in each family
(high, middle, low)
4. Discuss band history
1. How families of instruments are
related
2. How instruments within one
family are similar and different
3. How instruments size affects
tone produced
1. MENC 6, 9
2. Evaluate knowledge of
different families
3. Evaluate ability to distinguish
between instrumental sounds
3. Orchestral Instruments
1. Identify families of orchestral
instruments
2. Identify individual orchestral
instruments
3. Discuss orchestra history
1. Differences between orchestra
and band
2. How families of instruments are
related
1. MENC 6, 9
2. On-line Guide to the Orchestra
Revised: Spring 2010
By: Ashley Hellerich
3
1. MENC 1, 3, 5
4th grade
CONCEPTS: FORM AND STYLE
OBJECTIVES:
PRODUCTION/ACTIVITIES
SKILLS OR CONCEPTS TO
LEARN
1. Vocabulary: phrase
2. Phrases are like sentences
RESOURCES/EVALUATION
1. Phrases
1. Identify beginning and end of
phrases
2. Sing songs with phrases of
equal and unequal length
2. Multiple phrase sections
1. Identify sections comprised of
multiple phrases
2. Sing songs with multiple
phrases
1. A section made up of multiple
phrases is like a paragraph
1. MENC 1, 5, 8
3. Call and response form
1. Identify songs in call and
response form
2. Discuss difference between
echo and response
3. Learn responses for several
songs
4. Discuss cultural connections in
many call and response songs
1. Vocabulary: call and response
2. Identifying question and
answer sections
1. MENC 1, 5, 6
Revised: Spring 2010
By: Ashley Hellerich
4
1. MENC 1, 5, 8
4th grade
CONCEPTS: HARMONY AND TEXTURE
OBJECTIVES:
PRODUCTION/ACTIVITIES
SKILLS OR CONCEPTS TO
LEARN
1. Develop inner hearing to
maintain own part
2. Be able to identify more than
one part when listening to a
performance
1. Perform songs with
increasingly complex parts
1. Perform more complex rounds
2. Maintain own part with another
group performs a separate part
3. Perform recorder pieces with
multiple parts
2. Perform songs containing a
variety of textures
1. Perform songs containing both
instrumental and singing
sections
2. Perform known singing songs
with recorder accompaniment
1. Identify different techniques
used when singing and playing
2. Read notation for individual
parts
3. Understand how different parts
performed simultaneously
“line up”
1. MENC 1, 2, 5
2. Evaluate ability to perform
own part
3. Evaluate ability to understand
how part fits with other parts
3. Identify melody and
accompaniment
1. Perform melody lines singing
and playing recorders
2. Perform accompaniment lines
playing recorders
3. Improvise accompaniments for
given melodies
1. Vocabulary: accompaniment
2. Balance between melody and
accompaniment
3. Selecting accompaniments
1. MENC 1, 2, 3, 5, 6
2. Evaluate ability to distinguish
melody from accompaniment
Revised: Spring 2010
By: Ashley Hellerich
5
RESOURCES/EVALUATION
1. MENC 1, 2, 6
2. Evaluate ability to maintain
own part