4
Fourth Grade Curriculum Map
Rhythm
Quarter
National
Standard
Knowledge
Skills
1
1,2
Steady Beat
1
1
6
1,2
Steady Beat
Tempo (fast vs slow)
1
1, 2
6
5,6,7
1, 2, 3, 4
5,6,7
Tempo (fast vs slow)
Tempo- vocabulary: Largo
& Allegro
Beat vs Rhythm
Demonstrate through movement,
singing, playing an instrument
Identify through listening
Demonstrate through movement,
singing, playing an instrument
Identify through listening
Recognize aurally and visually
1, 2, 3, 4
1,2
Beat vs Rhythm
2, 3, 4
5
1
5,6,7
Time Signature (top and
bottom number)
Tie
1
1,2
Tie
1
1,2,5,6,7
Reinforce Ti-ki-ti-ki
(sixteenth notes)
Reinforce Syncopation
1
1, 2, 3, 4
1, 2, 3, 4
1,2,4,5,6,7
Ta (quarter note and rest)
Ti-ti(eighth notes in pairs)
Ta-a(half note and rest)
Ta-a-a (dotted half note
and rest)
Ta-a-a-a (whole note and
rest)
Recognize the difference aurally
and visually
Demonstrate through movement,
singing, playing an instrument
Recognize and identify through
reading and notating music
Recognize and define aurally and
visually
Demonstrate through singing and
playing an instrument
Recognize and identify through
reading and notating music
Demonstrate through movement,
singing, playing an instrument
Recognize and identify through
reading and notating music
Listening to, analyzing and
describing music
Evaluating music and music
performances
Demonstrate through movement,
singing, playing an instrument
Composing and arranging music
Melody
Quarter
National
Standards
Knowledge
Skills
1, 2, 3, 4
1
Match pitch/sing tunefully
1, 2, 3
5
1, 2, 3
1, 2, 3
5
5
2
1, 4, 5
Reinforce absolute pitch
names (A-G)
Reinforce treble clef
Reinforce treble staff- lines
and spaces
Reinforce diatonic scale (d
r m f s l t d) with hand
signs
Demonstrate through singing alone
or in groups
Recognize and identify through
reading and notating music
Identify the symbol visually
Identify the symbol visually
2
2
5
5
2, 3, 4
5
Introduce bass clef
Introduce bass staff- lines
and spaces
Reinforce measure, barline,
double barline, repeat sign
Demonstrate through singing alone
or in groups
Recognize and identify through
reading and notating music
Identify the symbol visually
Identify the symbol visually
Identify the symbol visually
Expression
Quarter
National
Standards
Knowledge
Skills
3
1, 2, 6, 7
Dynamics (loud vs soft)
Demonstrate through movement,
singing, playing an instrument
3
6. 7
3
5, 6, 7, 8
DynamicsVocabulary/Symbols for
forte, mezzo forte, mezzo
piano, piano
Phrasing
4
4
4
6, 7
6, 7
6, 7, 8, 9
Timbre/Tone Quality
Instrument families
Affect/emotion
Recognize aurally
Identify and define the symbol
visually
Recognize aurally and describe
through discussion
Describe aurally through listening
Recognize aurally and describe
Recognize aurally and describe
through discussion
Identify the aesthetic qualities of
exemplary works
Multi-Cultural/Inter-Disciplinary
Quarter
National
Standards
Knowledge
Skills
1, 2, 3, 4
6, 7, 8, 9
Describe aurally through listening
1, 2, 3, 4
6, 7, 8, 9
1, 2, 3, 4
4, 6, 7
Composers, culture and
historical connections
(Western Music)
Music is connected to
disciplines outside the arts
Structure of composition
1, 2, 3, 4
6, 7, 8
Varying styles of music
Describe connections through
listening to and performing music
Recognize changes in music
through listening
Demonstrate through composition
or arranging
Compare and contrast through
discussion
Recorder
Quarter
National
Standards
Knowledge
Skills
3
2, 3, 4, 5, 6,
7, 8, 9
G, A, B, D & E (pentatonic
scale) on a treble clef staff
3
2
Playing techniques
3
2
Articulation-tonguing on
recorder
Use the recorder as a vehicle to
infuse all concepts listed above
(rhythm, melody, expression,
multi-cultural/inter-disciplinary)
Posture, breathing, hand position,
rest position, playing position,
tonguing, phrasing
Demonstrate through performance