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MUSICAL TERMS and SYMBOLS
GRADE 4
LESSON 1
Standards:
4.5.4 Identify the musical symbols for sharps, flats, and naturals. Identify the diatonic scale and the
key signatures of C, G and F major
4.5.5 Expand use of musical terms, instrument names, and styles, using word banks and other
vocabulary activities
Objectives:
Identify and point out visual representations of melodic contour to match them to a musical example
Vocabulary:
Sharp
Flat
Naturals
Diatonic Scale
Key Signatures
Clef
Staff
Tempo
Style
Tone Color
Introduction:
Discuss with students the difference between ordinary speech and singing. (Most speech is on one pitch
or very few pitches; music usually is on many different pitches.) To demonstrate this, ask students to
imitate you as you let your hand trace the pitch of your voice. First speak a line of “My Town, My World”
pg. 6, then sing the same line. Explain that in today's lesson they will be exploring the shape of melodies.
Lesson:
Have students read the definitions of pitch and melody, then listen to “Somos el barco” CD 1 Song 8,
moving their hands up and down to show the melodic shape. Have students listen to the song again as
they follow the words and notations. Use the pronunciation for “Somos el barco” CD 1 Song 11 to learn
the Spanish words. Then, sing the song with the recording, moving one hand up and down to show the
melodic shape. Have students read about melodic contour and listen to “A la puerta del cielo” CD 1 Song
12 following the notation on the page. Help them identify the first duermete on line 3 as the word sung
on the highest pitches in the melody and the words that begin lines 1, 2, and 4 as those sung on the
lowest pitch. Have students learn the Spanish words to the song CD 1 Song 15. Sing the song with the
recording, tracing the melodic contour on the notation with a finger.
Have students read about “Adagio” CD 1 Song 16 and the instruments they will hear. Have them listen to
the selection to identify the instruments, then have them listen again, and crouch at the beginning then
gradually rise as the melodic contour ascends, and return to the crouch as it ends. Invite students to read
about Joaquin Rodrigo and discuss how his blindness affected his ability as a composer.
Activity:
Have students look at the representations of melodic contours. Ask them to predict how each shape will
sound by humming or whistling.
Wrap Up:
Ask students to discuss how they showed melodic contour in today's selections (moved hands up and
down, played instruments). Have students sing “Somos el barco”.
MUSICAL TERMS and SYMBOLS
GRADE 4
LESSON 3
Standards:
4.5.6 Identify the musical symbols for sharps, flats, and naturals. Identify the diatonic scale and the
key signatures of C, G and F major
4.5.7 Expand use of musical terms, instrument names, and styles, using word banks and other
vocabulary activities
Objectives:
Identify and explain tone color.
Vocabulary:
Sharp
Flat
Naturals
Diatonic Scale
Key Signatures
Clef
Staff
Tempo
Style
Tone Color
Introduction:
Ask students what tone color is?
Lesson:
Read aloud about the sounds of water (pg. 29 in purple TE) and about the composer of the piece they
are getting ready to hear. Discuss the definition of tone color. Then listen to Miniwanka (The Moments of
Water) (purple pouch CD 2 song 13) and describe the vocal tone colors they hear. Follow the listen map
on pg 29 as they listen to the song again. Discuss how the music sounded like a rain shower (rhythm –
syllable used, tempo – speed of music, forte – loudness, and duration of each note). Have students draw
images representing what they hear for the rest of the selection. Have students discuss the ways natural
sounds were imitated in the music they heard and performed (with words, vocal sounds, “found”
sounds, and instruments).
Activity:
If time in the last 15 or so mins, review terms by allowing students on chromebook. Have students go to
My Big Campus, click on groups, click on NES Related Arts Grade 4, click on Resources and then The
Music Lab video clip. It will be the second on the list of resources.
MUSICAL TERMS and SYMBOLS
GRADE 4
LESSON 4
Standards:
4.5.8 Identify the musical symbols for sharps, flats, and naturals. Identify the diatonic scale and the
key signatures of C, G and F major
4.5.9 Expand use of musical terms, instrument names, and styles, using word banks and other
vocabulary activities
Objectives:
Identify and explain key signature, flat, harmony musical terms. Apply knowledge while playing
instruments.
Vocabulary:
Sharp
Flat
Naturals
Diatonic Scale
Key Signatures
Clef
Staff
Tempo
Style
Tone Color
Introduction:
Tell the students you will be discussing key signature, flat, sharp, natural, tempo, and style.
Lesson:
Read “Round Up the Key” aloud from pg 110 in the purple TE. Discuss key signature and what it means.
Explain the flat shows the key will be played as a flat when the flat is indicated on the staff line, in this
case on the third line of the staff. Also explain that the key signature for Night Herding Song indicates do
is in the first space. Ask students what the letter name for do is? (F). If they cannot tell, show them the
KEYS trifold in the blue box on the top shelf of the cart. Play Night Herding Song (purple pouch CD 6 song
15) for the students as they listen for the key signature. Tell them this is a cowboy song. Repeat the song
and invite the students to sing along.
Activity:
If time in the last 15 or so mins, review terms by allowing students on chromebook. Have students go to
My Big Campus, click on groups, click on NES Related Arts Grade 4, click on Resources and then The
Music Lab video clip. It will be the second on the list of resources.