Download Music Structures - Perry County Schools

Perry County Schools
MUSIC CURRICULUM FRAMEWORKS
Fourth Grade
Big Idea: Structure in the Arts
Understanding of the various structural components of the arts is critical to the development of other larger concepts in the arts. Structures that artists
use include elements and principles of each art form, tools, media, and subject matter that impact artistic products, and specific styles and genre that
provide a context for creating works. It is the artist's choice of these structural components in the creative process that results in a distinctively
expressive work. Students make choices about how to use structural organizers to create meaningful works of their own. The more students
understand, the greater their ability to produce, interpret, or critique artworks from other artists, cultures, and historical periods.
Academic Expectations
1.12
Students speak using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different
purposes.
1.13
Students make sense of ideas and communicate ideas with the visual arts.
1.14
Students make sense of ideas and communicate ideas with music.
1.15
Students make sense of and communicate ideas with movement.
2.23
Students analyze their own and others' artistic products and performances using accepted standards.
Big Idea: Structure in the Arts – Music
Program Of
Studies:
Understandings
Grade 4 Enduring
Knowledge Understandings
AH-4-SA-U-1
Students will
understand that the
elements of music,
dance, and drama
are intentionally
applied in creating
and performing.
AH-4-SA-U-3
Students will
understand that
responding to and
critiquing works of art
involves an
understanding of
elements, principles,
and structures
Program of Studies:
Skills and Concepts
Grade 4 Skills and
Concepts - Music
AH-4-SA-S-Mu1
Students will recognize
and identify elements of
music (rhythm, tempo,
melody, harmony, form,
timbre, dynamics) using
musical terminology
AH-4-SA-S-Mu2
Students will use the
elements of music while
performing, singing,
playing instruments,
moving, listening,
reading music, writing
music, and creating
music independently
and with others
Core Content For
Assessment
DOK2
AH-04-1.1.1
Students will identify or
describe elements of
music in a variety of
music.
DOK 2
Elements of
music:
Rhythm - time
signature (2/4,
3/4, 4/4), bar
lines, rhythmic
durations
(whole, half,
quarter, eighth
notes and rests),
measure
Tempo - steady
beat, slower or
faster
Essential
Questions/
Content
Level of
Mastery
Essential
Vocabulary
Create and perform
measures using
2/4, 3/4, or 4/4
meter with whole
notes, half notes,
quarter notes,
eighth notes, and
rests.
Partial
Mastery
Rhythm
Time Signature
Bar line
Whole note
Half note
Quarter note
Eighth note
Whole rest
Half rest
Quarter rest
Eighth rest
Measure
Tempo
Steady beat
Melody
Treble clef
Pitch
Notation
Harmony
Major
Minor
How is a steady
beat like a heart
beat?
Compare the tempo
of sounds in nature
to city sounds.
How is a melody
like a landscape?
Resources
Assessments
Musical
dictionary
Sound lounge
Intro. to reading
music
Understandings
appropriate to each
area of the arts.
AH-4-SA-U-4
Students will
understand that
existing and
emerging
technologies can
inspire new
applications of
structural
components.
Skills
Concepts
AH-4-SA-S-Mu3
Students will listen to
and explore how
changing different
elements results in
different musical effects
AH-4-SA-S-Mu4
Students will
recognize, describe,
and compare various
styles of music
(spirituals, game
songs, folk songs,
work songs, lullabies,
patriot, bluegrass)
Core
Content
Essential
Questions
Melody - shape,
direction
(pitches move
up, down, by
step, by skip,
stay the same),
treble clef sign,
pitch notation
(notes from
middle C to F at
top of treble clef
staff), high vs.
low notes
(pitches)
Harmony - parts
(notes
performed
together to
create harmony),
major/minor
(aurally); unison
(non-harmony)
Form - call and
response, twopart (AB), threepart (ABA),
round,
verse/chorus,
repeat signs
Timbre (tone
color) recognize
different
qualities of
musical sounds,
orchestral
instruments by
family - brass,
woodwind,
string,
percussion, how
instrument
sounds are
2
What is the
difference between
melody and
harmony?
Listen to a piece of
music. How can
you tell if it is major
or minor?
Compare/contrast
two types of form.
How is form in
music like the form
of an object?
How is sound
produced in each
instrument family?
How can sounds
found in nature
represent each
dynamic level?
Compare/contrast
the various styles
of music.
Level of
Mastery
Essential
Vocabulary
Unison
Form
Call and response
AB form (two part)
ABA form (three
part)
Round
Verse/chorus
Repeat sign
Timbre (tone
color)
Orchestra
Brass family
Woodwind family
String family
Percussion family
Dynamics
Piano (p)
Mezzo piano (mp)
Forte (f)
Mezzo forte (mf)
Styles of music
Spirituals
Game songs
Folk songs
Work songs
Lullaby
Patriotic
Bluegrass
Resources
Assessments
Kentucky Learns
Links
(Western Music
Culture/Heritage)
Understandings
Skills
Concepts
Core
Content
Essential
Questions
produced,
human voices
(high voices, low
voices)
Dynamics - soft
(piano - p),
medium soft
(mezzo piano mp), medium
loud (mezzo
forte - mf), loud
(forte - f)
AH-04-1.1.2
Students will
identify and
describe various
styles of music
(spirituals, game
songs, folk songs,
work songs,
lullabies, patriotic,
bluegrass).
3
Level of
Mastery
Essential
Vocabulary
Resources
Assessments