In each quarter of the school year, there are particular goals to cover specific skills and standards (TEKS). Here you will find a list of what 4th Grade music will be covering each 9 weeks according to the district's aligned curriculum. It is important to note that the terminology used here is more sophisticated than how it is communicated to children.
1st 9 Weeks
- Review and identify previous voices
- Experience instruments of various cultures including electronic instruments and keyboard (listening, viewing and playing)
- Review known symbols and terminology; Experience crescendo, descrescendo, staccato and legato; Review previously learned tempi and dynamics
- Review and label known forms – aaba and abac/AB and ABA and rondo
- Review previously learned rhythmic concepts in 2/4 and 4/4 meters (experiencing ¾)
- Review previously learned melodic concepts and label low so; Experience extended pentatonic folk songs for high do
- Sing or play games using folk song repertoire that targets specific rhythmic and melodic concepts
- Experience music choosing from: local cultures and American and Texan folk songs through singing or playing instruments; Experience songs and games from various cultures (local, American, Texan, Hispanic and American Indian); Experience, identify and describe music from diverse cultures, genres and styles (eg Wendeyaho)
- Review locomotor and non-locomotor movement and incorporate hands and feet moving together (beat in the feet and clapping rhythms)
- Continue 2, 4 or 8 beat ostinati (rhythmic and melodic); Sing simple partner songs; 2 or 3 part rounds
- Improvise 4-8 beat rhythmic and melodic phrases using known rhythms and pitches
- Review known simple accompaniments
- Review listening repertoire including diverse cultures, genres and styles; Aurally identify known short rhythmic and melodic patterns from musical examples; Use appropriate vocabulary in reference to listening examples
- Continue to respond to music verbally and through movement
- Ongoing cross-curricular connections (Math, Sci, SS and LA)
2nd 9 Weeks
- Compare and contrast children and adult voices
- Experience instruments of various cultures including electronic instruments and keyboard (listening, viewing and playing)
- Label and identify new terminology; Experience crescendo, descrescendo, staccato and legato; Review previously learned tempi and dynamics; Interpret through performance (singing, sop recorder and classroom instruments)
- Review and label known forms – aaba and abac/AB and ABA and rondo
- Experience, identify and label (read, write and reproduce) separated eighth notes, eighth and sixteenth note combinations and dotted half notes
- Identify high do and experience fa (read, write and reproduce known extended pentatonic patterns)
- Sing or play games using folk song repertoire that targets specific rhythmic and melodic concepts
- Experience music choosing from: local cultures and American and Texan folk songs through singing or playing instruments; Experience songs and games from various cultures (local, American, Texan, Hispanic and American Indian); Experience, identify and describe music from diverse cultures, genres and styles (eg Wendeyaho) Veteran’s Day
- Review locomotor and non-locomotor movement and incorporate hands and feet moving together (beat in the feet and clapping rhythms)
- Continue 2, 4 or 8 beat ostinati (rhythmic and melodic); Sing simple partner songs; 2 or 3 part rounds
- Improvise 4-8 beat rhythmic and melodic phrases using known rhythms and pitches
- Create simple accompaniments (bordun, body percussion)
- Review listening repertoire including diverse cultures, genres and styles; Aurally identify known short rhythmic and melodic patterns from musical examples; Verbally justify musical preferences using music vocabulary
- Continue to respond to music verbally and through movement
- Ongoing cross-curricular connections (Math, Sci, SS and LA)
3rd 9 Weeks
- Compare and contrast soprano and alto adult voices
- Compare, contrast and categorize the four families of the orchestra AND instruments of various cultures including electronic instruments and keyboard
- Apply new terminology; Identify and describe musical elements using known music vocabulary
- Review and label known forms – aaba and abac/AB and ABA and rondo
- Experience, identify and label (read, write and reproduce) separated eighth notes, eighth and sixteenth note combinations and dotted half notes;
- Student should be able to independently apply known rhythmic symbols by 4th 9 week period
- Identify high do and experience fa (read, write and reproduce known extended pentatonic patterns)
- Sing or play games using folk song repertoire that targets specific rhythmic and melodic concepts
- Experience music choosing from: local cultures and American and Texan folk songs through singing or playing instruments; Experience songs and games from various cultures (local, American, Texan, Hispanic and American Indian); Experience, identify and describe music from diverse cultures, genres and styles (eg Wendeyaho)
- “Texas, Our Texas” (TX Independence Day March 2)
- Review locomotor and non-locomotor movement and incorporate hands and feet moving together (beat in the feet and clapping rhythms)
- Continue 2, 4 or 8 beat ostinati (rhythmic and melodic); Sing simple partner songs; 2 or 3 part rounds
- Improvise 4-8 beat rhythmic and melodic phrases using known rhythms and pitches
- Create simple accompaniments (bordun, body percussion)
- Review listening repertoire including diverse cultures, genres and styles; Aurally identify known short rhythmic and melodic patterns from musical examples; Justify, in writing, musical preferences using music vocabulary
- Continue to respond to music verbally and through movement
- Ongoing cross-curricular connections (Math, Sci, SS and LA)
4th 9 Weeks
- Compare and contrast soprano and alto adult voices
- Compare, contrast and categorize the four families of the orchestra AND instruments of various cultures including electronic instruments and keyboard
- Apply new terminology; Identify and describe musical elements using known music vocabulary
- Review and label known forms – aaba and abac/AB and ABA and rondo
- Experience, identify and label (read, write and reproduce) separated eighth notes, eighth and sixteenth note combinations and dotted half notes; Student should be able to independently apply known rhythmic symbols by 4th 9 week period
- Identify high do and experience fa (read, write and reproduce known extended pentatonic patterns)
- Sing or play games using folk song repertoire that targets specific rhythmic and melodic concepts
- Experience music choosing from: local cultures and American and Texan folk songs through singing or playing instruments; Experience songs and games from various cultures (local, American, Texan, Hispanic and American Indian); Experience, identify and describe music from diverse cultures, genres and styles (eg Wendeyaho)
- Review locomotor and non-locomotor movement and incorporate hands and feet moving together (beat in the feet and clapping rhythms)
- Continue 2, 4 or 8 beat ostinati (rhythmic and melodic); Sing simple partner songs; 2 or 3 part rounds
- Improvise 4-8 beat rhythmic and melodic phrases using known rhythms and pitches
- Create simple accompaniments (bordun, body percussion)
- Review listening repertoire including diverse cultures, genres and styles; Aurally identify known short rhythmic and melodic patterns from musical examples; Justify, in writing, musical preferences using music vocabulary
- Continue to respond to music verbally and through movement
- Ongoing cross-curricular connections (Math, Sci, SS and LA)