Elementary Music Grade 4

Segment One 

• Elements of music 
• Introduction to music 
• Listening strategies 
• Proper performance behavior 
• Appreciate musical works 
• Critical thinking processes in music and beyond 
• Elements of music 
• Music composition principles 
• Critique performances 
• Rhythmic improvisation 
• Variations 
• Performance techniques 
• Traditional notation 
• Melody 
• Improvisation 
• Perform melodic patterns 
• Proper vocal technique 
• Perform diatonic melody 
• Scales and grand staff 
• Accidentals 
• Sight reading 
• Motif 
• Melody and accompaniment 
• Countermelody and descant 
• Play a melody by ear 
• Dynamics and mood 
• Compose an original piece 
• Expressive elements 
• Memorization 
• Melodies and accompaniments 
• Create a variation 
• Dynamics 
• Tempo and mood 

Segment Two 

• Form and structure of a song 
• Listening strategies 
• Medleys and variations 
• Variation 
• Expressive elements 
• Memorization strategies 
• Change the form and structure of a song 
• Perform song 
• Timbre 
• Instrument family 
• Primary voices 
• Analyze the elements of music 
• Create a variation 
• Create a composition 
• Composer's intent 
• Develop a rubric 
• Periods of music: Romantic, Impressionist, Baroque, Classical 
• Impressionist composers 
• Critique performance 
• Music from different cultures 
• Elements of music 
• Musical roles and careers 
• Live performances 
• Habits of successful music students 
• Music download safety 
• Music devices through time 
• Create a performance 
• Critical thinking 
• Motif 
• Traditional notation 

printer; cell phone to take photos, videos, or audio recordings of student work or a scanner to scan and submit student work; a real or digital instrument; something to write with; coloring materials (crayons, markers, colored pencils); storage space on your computer and an external device to back up your files (flash drive, external hard drive, etc.); erasers; general household objects for activities; glue; headphones or speaker; notebook or binder for course resources; pencils and pens; printer and printer paper; something to drum with like a pencil or a drumstick; a music journal; an instrument like a piano or xylophone; and art supplies. 

Besides engaging students in challenging curriculum, the course guides students to reflect on their learning and evaluate their progress through a variety of assessments. Assessments can be in the form of practice lessons, multiple-choice questions, writing assignments, projects, oral assessments, and discussions. Core courses will use the state-approved grading scale, and Special Area courses will use an S or U grading scale.  

To achieve success, students are expected to submit work in each course weekly. Students can learn at their own pace; however, “any pace” still means that students must make progress in the course every week. To measure learning, students complete self-checks, practice lessons, multiple choice questions, projects, discussion-based assessments, and discussions. Students are expected to maintain regular contact with teachers; the minimum requirement is monthly. When teachers, students, and parents work together, students are successful.