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School City of Hobart |
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School City of Hobart Music |
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Music - Grade 4 |
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Standard 1
The learner will be able to
sing independently on pitch and in rhythm, with good tone, diction, breath control, posture, and a steady tempo. Sing expressively and accurately, with proper dynamics, phrasing, and interpretation. Sing a variety of songs from memory. Sing ostinatos, partner songs, and rounds. Sing in groups, blending vocal timbres, matching dynamic levels, and responding to a conductor.
| Strand |
Source |
| Singing alone and with others |
IDOE |
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4.1.1
The learner will be able to
sing warm-ups that stress control of breath and tone.
| Strand |
Source |
| Singing alone and with others |
IDOE |
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4.1.2
The learner will be able to
sing warm-ups that stress control of breath and tone.
| Strand |
Source |
| Singing alone and with others |
IDOE |
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4.1.3
The learner will be able to
sing a capella (unaccompanied) with proper diction, well-defined phrasing, and expressive detail, such as accents (bodily movements), and dynamic contrasts.
| Strand |
Source |
| Singing alone and with others |
IDOE |
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4.1.4
The learner will be able to
sing memorized songs that reflect American culture as well as other cultures.
| Strand |
Source |
| Singing alone and with others |
IDOE |
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4.1.5
The learner will be able to
maintain an independent part when singing an ostinato, round, or partner song while keeping a steady tempo.
Example: Sing the round 'Kookaburra'. Keep singing your part while the other parts join into the round.
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| Strand |
Source |
| Singing alone and with others |
IDOE |
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4.1.6
The learner will be able to
follow the gestures of a conductor.
| Strand |
Source |
| Singing alone and with others |
IDOE |
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Standard 2
The learner will be able to
perform on one instrument independently, alone, and in groups. They correctly echo or perform easy rhythmic, melodic, or chordal patterns. Students also perform a variety of music expressively, accurately, and with an appropriate tone quality. They perform in groups, blending instrumental sounds, matching dynamic levels, and following a conductor.
| Strand |
Source |
| Playing an instrument |
IDOE |
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4.2.1
The learner will be able to
play an instrument using the correct means of producing sound.
| Strand |
Source |
| Playing an instrument |
IDOE |
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4.2.2
The learner will be able to
play an ostinato part independently.
| Strand |
Source |
| Playing an instrument |
IDOE |
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4.2.3
The learner will be able to
play short rhythms, melodic patterns, and chordal patterns, either by reading or echoing (back) what is played.
| Strand |
Source |
| Playing an instrument |
IDOE |
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4.2.4
The learner will be able to
pay a melody or pattern with the correct rhythm, tempo, and dynamics.
| Strand |
Source |
| Playing an instrument |
IDOE |
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4.2.5
The learner will be able to
pay instrumental pieces of many types and styles.
| Strand |
Source |
| Playing an instrument |
IDOE |
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4.2.6
The learner will be able to
fllow the cues of a conductor.
| Strand |
Source |
| Playing an instrument |
IDOE |
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Reading, notating and interpreting music
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Standard 3
The learner will be able to
read and notate music in simple meters and in treble and bass clef. They identify and correctly interpret symbols and terms for dynamics, tempo, articulation, and basic key signatures while playing.
| Strand |
Source |
| Reading, notating and interpreting music |
IDOE |
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4.3.1
The learner will be able to
rad, play, and notate patterns of whole, half, dotted half, quarter, eighth, and sixteenth notes and rests in 2/4, 3/4, and 4/4 time signatures.
| Strand |
Source |
| Reading, notating and interpreting music |
IDOE |
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4.3.2
The learner will be able to
rad given pitch patterns in treble or bass clef using letter names of the pitches, including successful identification of the keys of C and G major. Interpret the symbols for sharps and naturals, and correctly play and notate them.
| Strand |
Source |
| Reading, notating and interpreting music |
IDOE |
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4.3.3
The learner will be able to
acurately read and notate musical symbols for fortissimo and pianissimo,
D.S., ties, slurs, and tempo markings such as, accelerando and ritardando.
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| Strand |
Source |
| Reading, notating and interpreting music |
IDOE |
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Improvising melodies and accompaniments
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Standard 4
The learner will be able to
improvise rhythmic and melodic accompaniments to a known melody. They improvise simple rhythmic variations of familiar songs.
| Strand |
Source |
| Improvising melodies and accompaniments |
IDOE |
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4.4.1
The learner will be able to
ceate a rhythmic ostinato accompaniment to a given melody.
Example: Create two-measure rhythm pattern to be repeated while the song "Hush Little Baby" is played or sung.
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| Strand |
Source |
| Improvising melodies and accompaniments |
IDOE |
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4.4.2
The learner will be able to
create a melodic ostinato to accompany a song.
Example: Invent a one-measure melodic pattern to be played or sung while the class sings "Swing Low, Sweet Chariot."
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| Strand |
Source |
| Improvising melodies and accompaniments |
IDOE |
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4.4.3
The learner will be able to
create a rhythmic variation within a melody.
Example: When the teacher plays the first line of a known song, change the rhythm or a part of the melody.
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| Strand |
Source |
| Improvising melodies and accompaniments |
IDOE |
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Composing and arranging music
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Standard 5
The learner will be able to
create and arrange music to go with readings or dramas. They create short songs or instrumental pieces and use a variety of sound sources when composing.
| Strand |
Source |
| Composing and arranging music |
IDOE |
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4.5.1
The learner will be able to
create an original piece.
Example: Write a piece or a song at least eight measures long, in 2/4 or 4/4 time. Base the piece upon a famous character from drama or film.
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| Strand |
Source |
| Composing and arranging music |
IDOE |
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4.5.2
The learner will be able to
perform an original composition on instruments.
Example: Play a piece you have composed on keyboard, mallet, percussion, electronic, or classroom instruments.
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| Strand |
Source |
| Composing and arranging music |
IDOE |
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Listening, analyzing, describing music
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Standard 6
The learner will be able to
identify simple music forms when heard. They discuss and describe aural examples of music of many styles and cultures, using appropriate musical terms when doing so. They identify the sounds of orchestral and band instruments. They also respond through movement to selected musical events while listening to music.
| Strand |
Source |
| Listening, analyzing, describing music |
IDOE |
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4.6.1
The learner will be able to
diagram musical forms such as AB, ABA, or rondos.
| Strand |
Source |
| Listening, analyzing, describing music |
IDOE |
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4.6.2
The learner will be able to
identify by sight and sound various instruments.
Example: Name the members of the woodwind family when heard separately.
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| Strand |
Source |
| Listening, analyzing, describing music |
IDOE |
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4.6.3
The learner will be able to
use movement to represent the musical characteristics and changes of a work as they are heard.
| Strand |
Source |
| Listening, analyzing, describing music |
IDOE |
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4.6.4
The learner will be able to
keep a record of newly learned musical terms.
| Strand |
Source |
| Listening, analyzing, describing music |
IDOE |
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Understanding relationships
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Standard 7
The learner will be able to
identify similarities and differences in the meanings of common terms used in the fine arts. They identify similarities and differences in the meanings of common terms used between the arts and other subject areas.
| Strand |
Source |
| Understanding relationships |
IDOE |
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4.7.1
The learner will be able to
compare and contrast two or more meanings of terms used in the arts, such as unity, variety, repetition, and contrast.
Example: Listen to a rondo and study pictures of buildings designed by famous architects. Tell where you see or hear examples of repetition.
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| Strand |
Source |
| Understanding relationships |
IDOE |
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4.7.2
The learner will be able to
compare the science of sound as it relates to stringed and percussion instruments.
Example: Tell how a violin, a piano, and a drum produce sound.
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| Strand |
Source |
| Understanding relationships |
IDOE |
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4.7.3
The learner will be able to
name ways that study of the arts differs from the study of other subjects.
| Strand |
Source |
| Understanding relationships |
IDOE |
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Standard 8
The learner will be able to
identify examples of familiar music by historical period. They describe how elements of music are used in music of various cultures, and compare the roles of musicians in other cultures.
| Strand |
Source |
| Understanding music |
IDOE |
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4.8.1
The learner will be able to
identify the historical period to which a famous work studied in class belongs.
| Strand |
Source |
| Understanding music |
IDOE |
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4.8.2
The learner will be able to
compare and contrast musical examples from different cultures.
| Strand |
Source |
| Understanding music |
IDOE |
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4.8.3
The learner will be able to
describe possible activities within another culture that would include music.
Example: Study how musical activities in the Middle East, Europe, and America are alike or different, in conjunction with studies in other classes.
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| Strand |
Source |
| Understanding music |
IDOE |
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Standard 9
The learner will be able to
develop criteria for musical quality. They explain personal preferences for musical works and styles, using proper music terminology as it is learned. They evaluate the quality and effectiveness of their own and others' compositions and performances. They also learn importance of proper concert behavior.
| Strand |
Source |
| Evaluating music and music performances |
IDOE |
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4.9.1
The learner will be able to
take part in developing a class evaluation tool with which to evaluate performances and compositions. Example: With members of the class and with guidance from the teacher, write or state short phrases that describe qualities of good musical works.
| Strand |
Source |
| Evaluating music and music performances |
IDOE |
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4.9.2
The learner will be able to
discuss likes and dislikes using familiar musical terms.
| Strand |
Source |
| Evaluating music and music performances |
IDOE |
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4.9.3
The learner will be able to
evaluate musical works and performances using a class-written rubric or another evaluation tool.
| Strand |
Source |
| Evaluating music and music performances |
IDOE |
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4.9.4
The learner will be able to
discuss appropriate audience behavior within different musical settings.
| Strand |
Source |
| Evaluating music and music performances |
IDOE |
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