Embedded Files
Grade 4: Music
Grade 4: Music
• Duration: syncopation using an eighth note followed by a quarter note and an eighth note (oral prompts: “ti-ta-ti” or “syn-co-pa”); sustaining a note or rest for longer than its value (pause or fermata)
• Duration: syncopation using an eighth note followed by a quarter note and an eighth note (oral prompts: “ti-ta-ti” or “syn-co-pa”); sustaining a note or rest for longer than its value (pause or fermata)
• Pitch: melody maps, five-line staff, absolute pitch names in treble clef (A, B, C, D, E, F, G), major and minor tonality, major scale (written with notes or numbers), intervals (unison, step, skip, leap), key signatures in the music they perform (e.g., no sharps or flats, one sharp, one flat), accidentals (sharp, flat, natural)
• Pitch: melody maps, five-line staff, absolute pitch names in treble clef (A, B, C, D, E, F, G), major and minor tonality, major scale (written with notes or numbers), intervals (unison, step, skip, leap), key signatures in the music they perform (e.g., no sharps or flats, one sharp, one flat), accidentals (sharp, flat, natural)
• Dynamics and other expressive controls: changes in volume encountered in music listened to, sung, and played (e.g., sforzando [sfz]); articulation (e.g., phrase markings)
• Dynamics and other expressive controls: changes in volume encountered in music listened to, sung, and played (e.g., sforzando [sfz]); articulation (e.g., phrase markings)
• Timbre: homogeneous sound of ensemble instruments (e.g., individual instruments of the orchestra or other performing ensemble)
• Timbre: homogeneous sound of ensemble instruments (e.g., individual instruments of the orchestra or other performing ensemble)
• Texture/harmony: canon, simple two-part piece (simple polyphony)
• Texture/harmony: canon, simple two-part piece (simple polyphony)
• Form: verse and chorus; piece with an introduction and/or a coda; simple repeats
• Form: verse and chorus; piece with an introduction and/or a coda; simple repeats
Photo by: Marc Hogan
Music & Communities
Music & Communities
Drums and rattles are used to create different types of music all around the world. In this activity, research how drums and rattle instruments are specifically used in various indigenous communities within Canada. What types of gatherings do they use these instruments for? Where do these gatherings take place?
Drums and rattles are used to create different types of music all around the world. In this activity, research how drums and rattle instruments are specifically used in various indigenous communities within Canada. What types of gatherings do they use these instruments for? Where do these gatherings take place?
Are drums and rattles used in your community? Research and find out.
Are drums and rattles used in your community? Research and find out.
Now it's your turn to create a drum or rattle from recycled materials that you find in your home.
Now it's your turn to create a drum or rattle from recycled materials that you find in your home.
Drum: collect one plastic container from the recycling bin and find one piece of paper. Cover the container on the open end with the piece of paper and then use an elastic or tape to fasten the paper to the top. If your container is smaller than the size of your fist, then use your fingers to drum lightly.
Drum: collect one plastic container from the recycling bin and find one piece of paper. Cover the container on the open end with the piece of paper and then use an elastic or tape to fasten the paper to the top. If your container is smaller than the size of your fist, then use your fingers to drum lightly.
Rattle or shaker: collect two containers of the same size. Example: two yogurt containers, or two margarine containers. Find about ten small pebbles from outside and insert then into one container. Connect the openings of the two containers, carefully as to keep the pebbles inside, and tape them together. Now shake that rattle!
Rattle or shaker: collect two containers of the same size. Example: two yogurt containers, or two margarine containers. Find about ten small pebbles from outside and insert then into one container. Connect the openings of the two containers, carefully as to keep the pebbles inside, and tape them together. Now shake that rattle!
How does it sound to you? How does the sound make you feel? Example: excited, calm, etc.
How does it sound to you? How does the sound make you feel? Example: excited, calm, etc.
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