Fourth Grade General Music Units

September: October: November: December: January:

Melodic Notation Rhythmic Notation Review all Music Elements Composition Performance

 Review Treble clef  Review rhythm  Students will use  Complete original
 Intro to bass clef names, symbols  Continue working their music Product Jingles
 Ledger Line notes and values with music element tool box Rehearse
 Grand Staff  Review Meter elements to compose a 4
 Three note bridge  Counting  sentence Jingle  Present product &
procedures Performance advertising an Jingle to class
Performance (Ex. 1e+a, 2+, 3+a, etc.) Special Celebrations: original product.
Special celebrations:  Dotted rhythms (Songs & Activities)  Class time used  Graded Presentation
(Songs & Activities) -Thanksgiving songs
Welcome Back  Tied rhythms -Thankful Turkeys
for composition
Constitution Day Song  Review dynamics -Veterans Day Songs Following step
Character Ed Song and tempo -Character Ed Songs by step Performance
markings/symbols procedure Special Celebrations:
(Songs & Activities)
Performance Snow Day s Songs
Special Celebrations: Performance Martin Luther Kind Medley
(Songs & Activities) Special celebrations:
New Year Song
Columbus Day Songs (Songs & Activities)
Grandma’s Chicken Soup
Fall Songs _Holiday Songs
Vitamin L Songs
Virginia Reel Song and _Christmas Around the
Character Ed Songs
Dance World
Halloween Songs -Happy B-Day Beethoven
Red Ribbon Songs -Character Ed Song
Character Ed Songs

 Las Posadas
 Hanukkah
 Christmas
 Chinese New
Year
 February: March: April: May: June:
Instruments Music In Our School Instruments Music Theater Music Theater
Celebration
Recorders Performance Recorders Music Theater Continue Music Theater
 Prepare solo & (continued)  Intro to Music
 Recorder Information ensemble Theater  Continue rehearsals
Facts/History performances for  Continue building  Elements of  Dialogue/dance
 Performance methods announcements Recorder skills music theater And music
 Fingerings and PTO Dessert  How to …  Perform for younger
Buffet  Participate in a students
 Listening Examples of  Continue building  Individual & group mini musical
recorder performances Recorder skills Rehearsal/practice  Performance Performance
 Transfer music reading  Chorus rehearsal  Graded Mini Musical
skills to recorder And performances Performance
 Develop performance Performance
skills Spring concert
 Individual & Ensemble
Practice Performance
Special Celebrations:
(Songs & Activities)
Performance -Easter Songs
Special Celebrations: -Earth Day Songs/Skit
(Songs & Activities) -Character Ed Songs
-Black History Month Songs
-Valentines
-Character Ed Song
-Presidents Day Songs
Topic: Grade 4: Composition

Essential Questions:
1. How does music embrace, enhance and support all other subject areas?
2. What makes one piece of music sound different from another?
3. What basic music elements are essential to music?

Performance Indicators Guided Questions Essential Knowledge & Skills Classroom Ideas Assessment Ideas
Standards 1,2,3,& 4 -What skills does one need to Students will be able to: -Classroom discussion about the role of -Student’s ability to write
become a composer? -Understand the importance of music in the music in TV, Movies and Commercials. a musical jingle about an
-What jobs are available for world of TV, Movies and Commercials. -Listen to Examples of music used in original product which
composers? -Understand how music helps to sell movies, TV shows and commercials. he/she is advertising in a
-What role does music play in products to the public in commercials. -Analyze how music is used and what commercial.
television? Movies? Commercials? -Understand how people can make a very purpose it plays in movies, TV and -Student’s ability to
-What is a “Jingle”? good living writing and composing music commercials. follow a step by step
-How can a catchy “Jingle” help to for TV Show, Movies and Commercials. -Discuss the role of the commercial process in the
boost sales of an advertised product? -Understand the purpose of a “Jingle” music jingle. composition of a music
-How does one create a “Jingle”? -Be able to explain what types of lyrics, -Experiment/Brainstorm ideas for a jingle.
-What type of words/lyrics would tempo, dynamics, rhythms and melody lines product and some examples of a jingle. -Student’s ability to use
you use to sell a product? would work best in the composition of a -Follow step by step formula in the their knowledge of the
-What is a melody line? musical jingle. composition of a jingle. music elements in the
-How do you “Pick Out” a melody -Understand the musical elements which -Invent a product (Imagination is creation of a music
line? should be used to make a jingle more The only limit) composition.
-What would make a melody line memorable and catchy. - Write four sentences describing -Student’s ability to
more interesting …catchy? -Understand and implement a step by step The product. present their composition
-How long should a jingle be in process for writing music jingles. - Add rhyme to the sentence to and product to the class
length? -Write a music jingle for a product which Establish a flow. in a musical commercial.
-Should a jingle be long and they have invented and wish to sell to the -Add rhythmic notation
complicated or short and catchy? public. matching
-What type of rhythms would you -Explain the product and advertise it with rhythms to words syllabically
use in a jingle? their original music jingle commercial. - Add meter/ add bar lines accord-
-What type of dynamics and tempo ing to the meter.
markings should be used when - Pick out a melody line for your
composing a jingle? Lyrics. (Use keyboard or bells)
-What music elements will be used - Add dynamics and tempo
in the composition of a jingle? Markings
-Give your Jingle a title!
-Write composer’s name on
Top of musical composition!

Connections to Text (Resources) Silver Burdette, “The Music Connection” Series, Excerpts from Movies, TV Shows and Commercials,
Piano keyboard, Bells Time: On Going
Connections to Technology: Clips from movies, TV Show and commercials, Listening Examples
Key Vocabulary: Jingle, commercials, lyrics, dynamics, tempos, rhythmic notation, sforzando, crescendo, decrescendo, accelerando, ritardando, measure, bar lines, fine
meter, time signature
Topic: Grade 4: Dynamics
Essential Questions: What do people hear when they listen to music? How can we use music to tell a story? What elements help to make a
song more interesting?

Performance Indicators Guided Questions Essential Knowledge & Skills Classroom Ideas Assessment Ideas
Standards 1,2,3, & 4 -What are musical dynamics? Students will be able to: -Dynamic Singing Games Student’s ability to
-What is the difference between very -Understand the purpose of dynamics in -Create original sound pieces using identify, demonstrate and
loud and harsh sounds? music. dynamic contrast. incorporate/use dynamics
-How does the singer produce -Identify the following dynamics by symbol, -Aural Dictation/Listen and identify in their musical
different dynamics when singing? name and definition: dynamic changes. performances.
-What is the role of good breath Piano, Forte, Fortissimo, Pianissimo, -Read & Perform written dynamic
control? Accent, Mezzo Piano, Mezzo Forte, markings while participating in a recorder Students will compose
-What are the musical terms/symbols crescendo, decrescendo, subito piano, and ensemble. and perform original
for the following dynamics: sforzando. -Read & Perform written dynamic sound pieces using their
Med. Loud: Mezzo Forte, (mf) -Demonstrate each of the dynamics in a markings/symbols while reading and knowledge of dynamics.
Med. Soft: Mezzo Piano (mp) vocal or instrumental performance. performing from a vocal score.
Hit Hard: Accent -Compose and perform an original sound -Perform contrasting dynamic markings Students will be able to
Grad. Louder: Crescendo (<) piece incorporating all the dynamics while singing in a 2-part choral setting. recognize dynamic
Grad. Softer: Decrescendo (>) covered. -Individual Instrumental lessons and band changes in a listening
Soft= Piano (p) -Identify dynamic changes in listening ensemble example.
Loud= Forte (f) exercises. Aural Dictation
Very Loud= Fortissimo (ff) -Perform dynamic markings while reading Students will
Very Soft = Pianissimo (pp) and performing recorder music. perform/demonstrate
Suddenly Loud= Sforzando (sfz -Perform dynamic markings while reading different dynamic
Suddenly soft= Subito Piano and interpreting a vocal score. markings while playing
-Can you demonstrate each of the recorders
dynamics in a musical performance? Students will
-Where would a crescendo, perform/demonstrate
decrescendo, sforzando and accent different dynamic
marking be used? markings while reading
-What is actually happening in terms from a vocal score.
of vibration/sound when you change
dynamic levels? Students will
perform/demonstrate
different dynamic
markings while reading
band music.

Connections to Text (Resources) Silver Burdette, “The Music Connection” Level 4, Vocal music scores, Instrumental music scores, General Music Methods/Resources,
Music Magazines.
Connections to Technology: Listening Examples, Recorders

Key Vocabulary: Dynamics, Contrast, piano, forte, fortissimo, pianissimo, sforzando, subito piano, crescendo, decrescendo, mezzo piano, mezzo forte, accent, score,
gradually, suddenly, harsh, breath control, vibration, sound.
Topic: Grade 4: Instrumental Families
Essential Questions: How does music embrace, enhance and support all other subject areas? What makes one piece of music sound
different from another? What basic music elements are essential to music?

Performance Indicators Guided Questions Essential Knowledge & Skills Classroom Ideas Assessment Ideas
Standards 1,2,3 & 4 -What are the four instrumental -Students will be able to: -Demonstration of instruments -Students ability to
families? (Review) -Identify the four instrumental families. -Listening demonstrations and identify an instrument in
-What instruments make up the four (Brass, WW, String and Percussion) Activities terms of:
families? (Review) -Identify the members of each of the -Identifying instruments by -Appearance
-What does each instrumental family Instrumental families. listening to recording or live -Family
contribute to the ensemble? -Identify unique characteristics of each performances. -Method of tone
-Can you identify individual family of instruments. -Tone Color drill production
instruments/instrumental families -Identify the tone color and timbre of each -Instrumental Bingo Game -Tone color
while listening to a piece of music? of the instrumental families. -Matching Games (Instrument -Parts
-What should you be listening for -Identify how sound is produced by each of with sound) -Range
when trying to determine the the instruments in the family. -Tuning exercises -Characteristics
instrumentation used in a piece of -Identify the difference between an -Audio examples of orchestras, -Size
music? –What are the tools you orchestra and a concert band in terms of Jazz ensembles and concert
could use to help determine the instrumentation used in each ensemble. Bands. -Students ability to
instrumentation? -Identify the brass family as the “Power -Attend school concerts understand the
-What is the difference between an House” of the band. -Field Trips importance of tuning
orchestra and concert band? -Identify the string family as the largest -Students demonstrating their when involved in an
-What instrumental family is known family of instruments in an orchestra. individual instruments to instrumental ensemble.
as the “Power House” of the band? -Identify the saxophone as the one classmates. -Students ability to
-What instrumental family makes up woodwind instrument that would not be -Participation in recorder identify the differences
the largest group in an orchestra? used in an orchestra. ensemble. between an orchestra and
-What string instruments are used in -Identify the guitar and banjo as string -Participation in concert band a concert band ensemble.
an orchestra? instruments that would not be used in an ensemble -Students ability to
-What string instruments are not orchestra. -Video tapes of instrumental identify the instrumental
commonly used in an orchestra? -Identify the harp as a member of the ensemble performances families which make up
-What types of ensembles might use orchestra. -Posters of instruments an orchestra and concert
a piano? -Understand that the violin and fiddle is the -Participation in solo, duet, trios, band.
-What woodwind instruments are not same instrument. The only difference is the quartets, quintet, sextet and octet -Students ability to
used in an orchestra? way the instrument is played. ensemble groupings. recognize that certain
-What woodwind instrument is used -Understand that the style of music does styles of music use
in a Jazz Ensemble & band but not in determine the instrumentation used in a specific instrumentation.
an orchestra? performance.
-Do certain styles of music indicate -Identify the instruments not suited for a
the instrumentation used? marching band.
-What is the difference between a -Identify instruments which have evolved to
fiddle and a violin? accommodate the marching band ensemble.
-What types of instruments would be (Electric keyboards, electric bass, batteries
used in a Jazz composition? operated, amplifiers etc.)
-What types of instruments would be -Identify the difference between a lullaby,
used in a march? march, concerto, jazz piece in terms of
-What instruments are not suited for instrumentation.
a marching band? What instruments -Identify various small ensembles by name
have evolved which can be used in a reflecting the number of performers.
marching band? Etc. Duet = 2 performers
-What types of instruments would be -Identify the importance and role of the
used in a lullaby? conductor.
-What types of instruments would be -Understand the importance of tuning when
 used in a Concerto? playing in an ensemble.
-How can one solo instrument be -Identify the tuning procedures for each
heard over an entire orchestra? family of instruments.
-What is a solo? A duet? A trio? -Identify the factors which affect tuning.
A quartet? A Quintet? A sextet? -Identify what it means for an instrument to
An Octet? be sounding “Flat” or “Sharp” in terms of
-What instruments make up a string tuning
quartet/quintet? -Identify the water key and its purpose on
-What instruments make up a brass brass instruments.
quintet? -Identify how the size of the instrument
-What part does a conductor play in a affects the sound/pitch of the instrument.
large ensemble?
-What does the term “Tuning” mean?
-What do the terms flat and sharp
mean in terms of tuning.
-Why must all the members of an
ensemble play in tune?
-What affects the tuning of an
instrument? Why do instruments
need to be tuned every time you
play?
-How do you tune an instrument?
( Brass, strings and woodwinds)
-How do you tune a timpani drum?
Why is this percussion tuned?
-What is an electronic tuner?
-Why do brass instruments need a
water key (SpitValve)?
-What is condensation?
-What does the term condensation
have to do with brass instruments?
-What brass instrument does not
have water key?
-What is the difference between a
trumpet and cornet?
-What is the difference between a
violin, viola, cello and string bass?

Connections to Text (Resources) Silver Burdett “Music Magic” Video Series, Instrumental families, Instrumental Posters, Worksheets,
Listening exercises and examples, Orchestral and Concert Band Music
Time: On Going
Connections to Technology: DVD, CDS, Videos
Key Vocabulary: Tone Color, orchestra, styles, concerto, solo, duet, trio, quartet, quintet, sextet, octet tuning , instrumental families, names
of instruments, tone production, range,
Topic:Grade 4: Melody
Essential Questions:
1. What basic music elements are essential to music?
2. How does music embrace, enhance and support all other subject areas?
3. What makes a great musician?
4. What musical tools (skills) should a musician have in his/her tool box?

Performance Indicators Guided Questions Essential Knowledge & Skills Classroom Ideas Assessment Ideas
(Instructional Strategies) (Evidence of
Learning)
Standards 1,2,3 & 4 -What is a melody? Students will be able to: -Sing with recordings -Students ability to
- How do you make a - -Identify upward and downward -Sing with piano change pitches while
melody? movement of notes. -Shape Contour of song in the singing.
-What is a monotone voice? -Identify steps, leaps and repeats in note air -Students ability to
-What makes a melody interesting? movement. -Draw Contour of song on paper. convey the contour of a
Boring? -Identify short melody patterns by charting -Make up original melodies on song on paper or through
-How do we sing/play the contour. Diatonic bells. movement.
melodies? -Identify the bass clef sign. -Notate original melodies on staff paper. -Students ability to create
-How do notes move? -Understand why it it is also called the f clef an original melody ,
-What kind of melody do sign. -Learn to read notes using the notating it on staff paper
you enjoy listening to? -Demonstrate some instruments that read the recorders. and performing it -on
-What things should a composer bass clef notes. -Transfer note reading skills to fingering bells.
keep in mind when writing a melody -Read the notes on the bass clef staff. on the recorders.
line? -Transfer their bass clef note reading skills
-What is a bass clef sign? to the diatonic bells. -Bass clef note reading drill and
-What is another name for the bass exercises. -Students ability to read
clef? Why? Lines: Garbage Bags Don’t Fall Apart notes on the bass clef
-What instruments/voices read notes Spaces: All Cars Eat Gas staff.
on the bass clef -Sight reading exercises -Students ability to
Staff? -Decode Word Game using transfer note reading
-What are the notes on the Bass clef notes. skills to the diatonic
bass clef staff? -Perform written notation on diatonic bells.
bells.

Connections to Text (Resources) Various Music Supplemental Methods, Silver Burdett, “The Music Connection” Series
Time: On Going
Connections to Technology: Recorders, Diatonic Bells, CD Listening Examples, Piano
Key Vocabulary: Bass clef, f clef, melody, melody contour, skips, stepwise, leaps, repeats
Topic: Grade 4: Music History/Culture Time: On-Going
Essential Questions: How does music embrace, enhance and support all other subject areas? What makes one piece of music sound different from another? What basic
music elements are essential to music? Why can music be considered a “Universal Language?”

Performance Indicators Guided Questions Essential Knowledge & Skills Classroom Ideas Assessment Ideas
Standards 1,2,3, & 4 -Why could music be considered a study Students will be able to: -“The Music Connection” -Students ability to
in Social Studies? -Understand how we can use music to help us Series perform various types of
-How can we use music to help us understand and learn more about historical events. -Classroom discussion music which reflect the
understand and learn more about -Identify and sing songs pertaining to New York
-Sing Songs pertaining to culture and important
historical events? State, American Revolution, Underground
Examples: Railroad, Civil War, and slavery. New York State, American periods in history.
American Revolution -Understand why music can be considered a type Revolution, Underground Railroad, -Students ability to
Underground Railroad of tool which has helped to preserve historical Civil War and Slavery. participate in dances and
Civil War information. -DVD’s and Movies musical activities which
Slavery -Learn historical facts while singing songs -Sing and dances relevant to the period help to reenact historical
New York History pertaining to an historical event or period in -Discuss celebrations and the role of events and celebrations.
-How is music a sort of tool which has history. music during the celebrations. -Students ability to
helped to preserve historical information -Understand that music can convey the emotions
-Demonstrate various instruments participate in an
throughout history? and way of life (culture) of people of the past?
-How can music help us learn facts about Music can also tell us a lot about the every day popular during the time period studied. A Capella performance
the State of New York or any state or lives of people who lived long ago. -Perform African American Spirituals of an African American
country? -Understand that certain types of music were and discuss the messages conveyed in the Spiritual.
-What famous songs reflect the history of written for specific historical events. lyrics of the song. How do they give us a -Students ability to read
New York State? -Identify specific instruments used during the vivid picture into the daily lives of the stories and sing songs
-How can music convey the emotions and Civil War, Revolution and by slaves. slaves? about important historical
way of life (culture) of people of the past? -Understand that most African American -Perform a spiritual a capella. events and celebrations.
-What types of songs were written during spirituals were sung a cappella.
-Perform examples of Work Songs and
the American Revolution and Civil War? -Understand the meaning of the term a cappella
What was the purpose of the songs? and will attempt to sing an a cappella example of Sea Shanties.
-What instruments were used during this music.
time period? -Understand why A cappella singing is more
-What is a fife? What instrument do we challenging for the performer than singing with
play today that is very similar to a fife? accompaniment.
-What type of music was sung by slaves? -Sing examples of Spirituals, Work Songs and
-What is an African American Spiritual? Sea shanties. Connections to Text: The Music Connection
-What is a Work Song? -Understand the difference between a Work Song Series, Choral Music, Classroom Social Studies
-What is a Sea Shanty? and a Sea Shantey. Textbooks, library references
- What instruments were used by the -Explore different experiences, beliefs, motives
slaves to accompany their singing? Did and tradition of people living in diverse settings.
Connections to Technology: Listening
they use instruments? -Participate in activities, songs and dances which Examples, Movies, DVDs
-What does the term a cappella mean? represent various cultures and traditions. Key Vocabulary: African American Spirituals,
-What holidays do people celebrate in -Observe different types of instruments used A Capella, Sea Shanty, Work Songs,
different parts of the world? around the world.
-How do cultures around the world -Understand the history and development of the
Underground Railroad, customs, celebration,
compare and contrast? recorder. holidays
-What is a recorder? -Perform in a recorder ensemble.
-How long has the recorder been used as -Understand that the recorder was once made out
a musical instrument? of wood.
-What were the first recorders made out -Understand that the recorder was very popular in
of? Why are some made out of plastic the music of the Renaissance and Baroque
today? periods.
-What instrumental family does the
recorder belong to?
-How do you play a recorder?
-What period of history was the recorder
most popular?
Topic: Grade 4: Performance Time: On Going
Essential Questions: How does music embrace, enhance and support all other subject areas? What makes one piece of music sound
different from another? What basic music elements are essential to music?

Performance Indicators Guided Questions Essential Knowledge & Skills Classroom Ideas Assessment Ideas
-What makes a great
Standards 1,2,3 & 4 Performance? -Students will be able to: Various Performance Opportunities Students will demonstrate
-What is a performance? -Name and experience the essential their performance skills
-What is the purpose of a
elements necessary in the preparation of a -Grade 4 Chorus by doing just
“Dress Rehearsal?”
-What happens if you should make a musical performance. -Vocal warm-ups and exercises that…performing!
mistake or something goes wrong during -Draw from coping skills in order to handle -Elementary Band
a performance? mistakes during performances -Recorder Ensemble
_How does the human voice work? -Solo Opportunities Students will be graded
-Why do voices change as we get older? -Identify key elements essential for -Score Reading Skills during their lessons and
-What is meant by good “Tone Vocal production. -Instrumental lessons rehearsals.
Quality?” -Identify parts of the human anatomy -Solo Music Festivals
- Why is everyone’s voice
used in vocal production. Voice Box, -Adjudication/End of Yr. Trip/ Students will be graded on
unique/different?
-Can the human voice be considered an Larynx, vocal chords. Performance the following:
instrument? -Identify different types of voices in terms -Home practice 1. Preparation
-What is the difference between of pitch, quality, volume and clarity. -Theater Experience 2. Enthusiasm/Effort
a speaking voice and a singing -Attend performances 3. Attendance
voice? -Participate in vocal exercises to help -Watch and discuss taped 4. Musicianship
-What are some different types of develop better vocal annunciation and Performances in class. 5. Performance
voices in terms of quality? breathing skills for singing.
-What is the difference between
--Incorporate proper vocal skills and Discuss Character Traits necessary to be
harsh sounds vs. loud sounds?
-What does the term annunciation training in their performance. a good musician and ensemble member.
mean? . -Ability to harmonize
-What different effects can we -Demonstrate music reading skills while DVD “The Human Voice” with one other vocal part.
produce with the human voice? playing an instrument: Recorder “Your Voice is You!” Class discussion
-What does proper breathing do to help -Demonstrate the fingerings for the notes and vocal examples.
the vocalist? which make up a one
-How is sound produced on a octave C Major scale. Recorder Ensemble and individual
recorder?
-Perform as a valuable member of a Practice.
-What causes a “Squeak” sound
When playing a recorder? recorder ensemble.
-How do you change pitch on recorders? - Musically “Blend” while performing Sight reading exercises and drill.
-What does it mean to “Blend”, in terms within the ensemble setting.
of musical sound? -Listing examples
-What character traits must ensemble -Identify and use proper practice -Diagrams
members possess? Techniques during individual practice time.
-What does a good rehearsal include? -Demonstrate their musical skills while
-What is meant by the following:
Singing two part harmony within a choral
“Good practice makes perfect!”
-What is harmony? setting.
-What musical tools must you use when -Participate in partner songs and musical
singing 2 part harmony? rounds within a choral setting.
-What is a partner song?
-What is a musical round?

Connections to Text (Resources) Choral Music (Unison and two part), Vocal Technique Methods, Instrumental Methods, Band Ensemble Music, Solo Music, Sight Reading Exercise Material, Recorder Methods,
Score Reading Materials, CD library, DVD’s and Videos, Piano, Current Events, Music Magazines. Connections to Technology: Taped concert/performances , Listening Examples
Key Vocabulary:Breathing, technique, blending, harsh, partner songs, musical rounds, dress rehearsal, performance, tone quality, harmony, good practice, fingerings, pitch, Voice Box, Larynx, Vocal Chords,
vibration, vibrating air column.
Topic: Grade 4: Rhythm
Essential Questions: How does music embrace, enhance and support all other subject areas? What makes one piece of music sound
different from another? What basic music elements are essential to music? What is the job of an orchestra/band conductor? What does
he/she have to know/do when conducting a large ensemble?

Performance Indicators Guided Questions Essential Knowledge & Skills Classroom Ideas Assessment Ideas
What is the purpose of meter? Students will be able to:
Standards 1,2,3,& 4 What does a meter tell you? -Demonstrate meter in 2, 3 &,4 -Measure Completion Exercises -Original Rhythmic
What is a music measure? through performance & movement. - Rhythmic Notation/Value Drill Composition
What is a bar line? -Compose a 6 measure rhythmic piece. -Aural Rhythmic Dictation Exercises -Worksheets
Why must a musician know -Count and perform rhythmic notation. -Rhythmic Math Games -Elementary Band
how to count rhythms? -Explain dotted rhythms -Count/Clap written rhythms Experience
What do music and math have -Identify rhythmic notation in terms of -Use Drum Sticks and Pads -Elementary Chorus
in common? name, symbol and value. -Participate in rhythmic ensemble Experience
What does a dot do to the value -Identify rhythmic rest notation in -Reading rhythmic Scores -Performance
of a note it follows? terms of name, symbol and value. -Sight Singing
What is a pick-up note? -Reading Vocal Score
-Demonstrate conducting patterns for -Conducting practice
What is the purpose/job of the 2, 3, 4, meter.
Conductor? -Conduct Patterns
-Identify and perform musical tied -Sight reading examples
What is the purpose of a Rhythms. -Perform written
Musical tie? rhythmic notation on
Improvise various rhythms -Improvisation Exercises a recorder &
What is improvisation? percussion
-.Identify and perform a fermata -Listening Exercises instruments.
What is a fermata? -Dance movements Exercises -Perform as member of
-Change movement and dance steps to -Improvise and read and perform Recorder Ensemble
How does changing meter Accompany changing meter. Rhythmic dance accompaniment -Perform as a member
effect movement/dance steps? -Identify style of music by On percussion instruments of a percussion
meter.(Ex. Waltz in 3) Ensemble.
What is Tempo? -Perform various tempos on -Recognize meter
How can a tempo change in the -Identify changing tempos. percussion instruments. changes through
middle of a song? -Identify tempo markings and terms in - Recite a poem using various tempos movement and dance.
What does the term “A Tempo” a music score. -Movement and Listening exercises. -Recognize tempo
mean? (Andante, Largo, Allegretto, Allegro, changes, symbols
Presto, Accelerando, Ritardando, Poco and terms.
A Poco, A Tempo) _Perform various
Tempo markings and
changes.

Connections to Text (Resources) Music Scores, Recorder/Vocal Method Book, Silver Burdett: “The Music Connection” Series
Time: Continuous
Connections to Technology: CD and VCR
Key Vocabulary: Meter, Measure, bar line, quarter note, half note, whole note, eighth note, sixteenth note, rests, musical tie, strong/weak beat, fermata, pick-up, musical
styles, improvisation, tempo, a tempo, andante, largo, allegretto, allegro, presto, accelerando, ritardando, poco a poco.
Topic: Grade 4: Tempo Time: On-Going
Essential Questions:
1. What do people hear when they listen to music?
2. What makes music interesting?
3. How can music affect our mood/how we feel?

Performance Indicators Guided Questions Essential Knowledge & Skills Classroom Ideas Assessment Ideas
Standards 1,2,3,& 4 -What does the term tempo mean? Students will be able to: -Various tempo singing/movement songs Student’s ability to:
-Why is tempo important in music? -Read and understand various tempo and activities -Recognize changes in
-How do composers indicate the markings in a written score. -Enact various tempos through dance and tempo
tempo to be performed in a -Perform various tempos markings in a movement -Demonstrate through
composition? written score. -Conducting activities using changing performance various
-What is a tempo marking? -Recognize and interpret tempo symbols and tempo markings tempo changes.
-Where do tempo markings usually abbreviations. -Successfully conduct
appear in a score? -Understand that most of the tempo -Listening Examples and identify various tempos from a
-Can tempos change within a piece markings are written in Latin, Italian and changes in tempo written score.
of music? How? German. -Participate in dances
-Why is it important to have tempo -Pronounce various tempo markings and Learn various dances experimenting with which incorporate
changes throughout a piece of explain their meaning. different changing tempos. (Students can changing tempos.
music? -Interpret and perform tempo changes actually feel changes in tempo as they -Recognize and interpret
-Why do we use symbols and within a written score. move) tempo terms and
abbreviations for many tempo -Interpret and perform gradual tempo abbreviations.
markings in a score? changes within a written score. Read choral music incorporating tempo -Demonstrate the
-Why are so many of the tempo (Accelerando and ritardando or ritarde) markings in performance. following tempo
markings written in a foreign -Interpret and perform an example of an “A markings: accelerando,
language? Tempo” in a written score. Perform songs using/practicing various ritardano and a tempo
-How are dynamics sometimes -Use helpful tools and devices to maintain tempos on recorders and bells. while singing and playing
affected by tempo changes? and set correct tempos. recorder.
Why? What kind of problems may -Practice foot tapping to keep a steady
this cause in a performance? tempo.
-What tricks can you use to keep an -Identify the conductor as a useful tool in
accurate tempo? establishing and maintaining tempos when
-What is another helpful tool to use performing in an ensemble.
for maintaining tempos while -Define, interpret and perform examples of
performing? each of the following tempo markings:
-What role does a conductor play in Allegro, Largo, Presto, Lento, Allegretto,
terms of tempo? Andante, Accelerando, Ritarde, Ritardando,
-What do the following terms mean: and A Tempo.
Allegro, Largo, Presto, Lento,
Allegretto and Andante.
-What terms are used for gradual
changes in tempo?
-What does the term “A Tempo”
mean?

Connections to Text (Resources) Silver Burdett, “the Music connection” Level 4, Various General Music Methods, Muisc Magazines, Vocal
Connections to Technology: CDs DVD, Cassette Tapes, Listening Examples
Key Vocabulary: Tempo, Allegro, Largo, Presto, Lento, Allegretto, Andante, Accelerando, Ritarde, Ritardando, A Tempo, Score, Speed,
Tempo Markings and Conductor,