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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