Fourth Grade
Music Performance
Standard 1: The student will sing and perform on instruments a variety of music, alone and with others.
Indicators
SINGING
MG4-1.1 Sing independently on pitch and in rhythm, using appropriate timbre, diction, and posture while maintaining a steady tempo.
MG4-1.2 Sing expressively, alone or in groups, matching dynamic levels and responding to the cues of a conductor.
MG4-1.3 Sing, alone and with others, a varied repertoire of music including partner songs, descants, ostinati, and rounds.
PERFORMING ON INSTRUMENTS
MG4-1.4 Play pitched and unpitched instruments, alone and in ensembles, in rhythm with appropriate posture and dynamics while maintaining a steady tempo.
MG4-1.5 Create rhythmic and melodic patterns using classroom instruments and other sound sources (for example, electronic devices, the natural environment).
MG4-1.6 Play rhythmic, melodic, and chordal patterns accurately.
MG4-1.7 Play expressively a varied repertoire of music representing diverse genres and cultures.
MG4-1.8 Perform in ensembles, blending instrumental parts and responding to the cues of a conductor.
MG4-1.9 Play complimentary and contrasting instrumental parts while others sing.
Creating Music
Standard 2: The student will improvise, compose, and arrange music within specified guidelines.
Indicators
IMPROVISING
MG4-2.1 Improvise short rhythmic and melodic question-and-answer patterns.
MG4-2.2 Improvise simple rhythmic and melodic ostinati patterns and accompaniments.
MG4-2.3 Improvise simple rhythmic variations.
MG4-2.4 Improvise short instrumental pieces using a variety of sound sources.
COMPOSING AND ARRANGING
MG4-2.5 Demonstrate creativity by composing and arranging musical patterns using traditional, nontraditional, and technological notation (for example, MiDisaurus, Music Ace, Groovy Music, and Acoustica Mixcraft software).
MG4-2.6 Demonstrate creativity by arranging music to accompany readings and dramatizations.
MG4-2.7 Compose and arrange short sections and instrumental pieces using the expressive elements of music (tempo, harmony, texture, timbre, articulation, and dynamics).
Music Literacy
Standard 3: The student will read and notate music.
Indicators
MG4-3.1 Read, write, and perform rhythmic notation incorporating whole, half, quarter, eighth, sixteenth, dotted half notes, and corresponding rests.
MG4-3.2 Use a system (syllables, numbers, or note names) to read melodic notation and write eight-measure melodic lines in pentatonic and major tonalities.
MG4-3.3 Identify symbols and terminology for dynamics (pp, mp, p, mf, and f) tempo (allegro, presto, adagio, largo, ritardando, and accelerando), and articulation (staccato and legato).
MG4-3.4 Use available technology to notate created and dictated measures with standard symbols for meter, rhythm, and pitch.
Critical Response to Music
Standard 4: The student will listen to, describe, analyze, and evaluate music and music performances.
Indicators
ANALYZING
MG4-4.1 Identify examples of musical forms (for example, motive, four-bar phrase, echo song, canon, rondo, theme and variation).
MG4-4.2 Demonstrate perceptual skills by moving to and answering questions about music representing diverse styles.
MG4-4.3 Use music terminology to describe musical elements (for example, pitch, timbre, notation, meter, chords, tonality).
MG4-4.4 Identify, describe, and classify by sight and sound a variety of instruments and instrumental families.
MG4-4.5 Demonstrate creative movement and emotional response to prominent music characteristics while listening.
EVALUATING
MG4-4.6 Devise criteria for evaluating performances and compositions on the basis of music concepts.
MG4-4.7 Explain his or her preferences for specific musical works and performances.
MG4-4.8 Describe his or her own performances and those of others and offer constructive suggestions for improvement.
History and Culture
Standard 5: The student will examine and perform music from a variety of stylistic and historical periods and cultures.
Indicators
MG4-5.1 Listen to examples of music from various historical periods and world cultures and, from a list, identify the pieces by genres or styles.
MG4-5.2 Describe ways in which the elements of music (rhythm, tempo, melody, harmony, texture, timbre, articulation, and dynamics) are used in works from various genres and diverse cultures.
MG4-5.3 Identify uses of music in daily experiences and describe the characteristics that make music suitable for each use.
MG4-5.4 Discuss and demonstrate audience behaviors for a variety of events (for example, indoor/outdoor concerts, school/community events).
Making Connections
Standard 6: The student will make connections between music and other arts disciplines, other content areas, and the world.
Indicators
MG4-6.1 Compare and contrast the roles, careers, and income of musicians in various settings and world cultures.
MG4-6.2 Identify the role of music in everyday life, celebrations, and other special events.
MG4-6.3 Integrate music into creative writing, storytelling, poetry, visual arts, and other disciplines (for example, choose a musical instrument to represent the mood of a poem).
MG4-6.4 Identify connections between mathematics and the rhythmic ideas in music.
Music Performance
Standard 1: The student will sing and perform on instruments a variety of music, alone and with others.
Indicators
SINGING
MG4-1.1 Sing independently on pitch and in rhythm, using appropriate timbre, diction, and posture while maintaining a steady tempo.
MG4-1.2 Sing expressively, alone or in groups, matching dynamic levels and responding to the cues of a conductor.
MG4-1.3 Sing, alone and with others, a varied repertoire of music including partner songs, descants, ostinati, and rounds.
PERFORMING ON INSTRUMENTS
MG4-1.4 Play pitched and unpitched instruments, alone and in ensembles, in rhythm with appropriate posture and dynamics while maintaining a steady tempo.
MG4-1.5 Create rhythmic and melodic patterns using classroom instruments and other sound sources (for example, electronic devices, the natural environment).
MG4-1.6 Play rhythmic, melodic, and chordal patterns accurately.
MG4-1.7 Play expressively a varied repertoire of music representing diverse genres and cultures.
MG4-1.8 Perform in ensembles, blending instrumental parts and responding to the cues of a conductor.
MG4-1.9 Play complimentary and contrasting instrumental parts while others sing.
Creating Music
Standard 2: The student will improvise, compose, and arrange music within specified guidelines.
Indicators
IMPROVISING
MG4-2.1 Improvise short rhythmic and melodic question-and-answer patterns.
MG4-2.2 Improvise simple rhythmic and melodic ostinati patterns and accompaniments.
MG4-2.3 Improvise simple rhythmic variations.
MG4-2.4 Improvise short instrumental pieces using a variety of sound sources.
COMPOSING AND ARRANGING
MG4-2.5 Demonstrate creativity by composing and arranging musical patterns using traditional, nontraditional, and technological notation (for example, MiDisaurus, Music Ace, Groovy Music, and Acoustica Mixcraft software).
MG4-2.6 Demonstrate creativity by arranging music to accompany readings and dramatizations.
MG4-2.7 Compose and arrange short sections and instrumental pieces using the expressive elements of music (tempo, harmony, texture, timbre, articulation, and dynamics).
Music Literacy
Standard 3: The student will read and notate music.
Indicators
MG4-3.1 Read, write, and perform rhythmic notation incorporating whole, half, quarter, eighth, sixteenth, dotted half notes, and corresponding rests.
MG4-3.2 Use a system (syllables, numbers, or note names) to read melodic notation and write eight-measure melodic lines in pentatonic and major tonalities.
MG4-3.3 Identify symbols and terminology for dynamics (pp, mp, p, mf, and f) tempo (allegro, presto, adagio, largo, ritardando, and accelerando), and articulation (staccato and legato).
MG4-3.4 Use available technology to notate created and dictated measures with standard symbols for meter, rhythm, and pitch.
Critical Response to Music
Standard 4: The student will listen to, describe, analyze, and evaluate music and music performances.
Indicators
ANALYZING
MG4-4.1 Identify examples of musical forms (for example, motive, four-bar phrase, echo song, canon, rondo, theme and variation).
MG4-4.2 Demonstrate perceptual skills by moving to and answering questions about music representing diverse styles.
MG4-4.3 Use music terminology to describe musical elements (for example, pitch, timbre, notation, meter, chords, tonality).
MG4-4.4 Identify, describe, and classify by sight and sound a variety of instruments and instrumental families.
MG4-4.5 Demonstrate creative movement and emotional response to prominent music characteristics while listening.
EVALUATING
MG4-4.6 Devise criteria for evaluating performances and compositions on the basis of music concepts.
MG4-4.7 Explain his or her preferences for specific musical works and performances.
MG4-4.8 Describe his or her own performances and those of others and offer constructive suggestions for improvement.
History and Culture
Standard 5: The student will examine and perform music from a variety of stylistic and historical periods and cultures.
Indicators
MG4-5.1 Listen to examples of music from various historical periods and world cultures and, from a list, identify the pieces by genres or styles.
MG4-5.2 Describe ways in which the elements of music (rhythm, tempo, melody, harmony, texture, timbre, articulation, and dynamics) are used in works from various genres and diverse cultures.
MG4-5.3 Identify uses of music in daily experiences and describe the characteristics that make music suitable for each use.
MG4-5.4 Discuss and demonstrate audience behaviors for a variety of events (for example, indoor/outdoor concerts, school/community events).
Making Connections
Standard 6: The student will make connections between music and other arts disciplines, other content areas, and the world.
Indicators
MG4-6.1 Compare and contrast the roles, careers, and income of musicians in various settings and world cultures.
MG4-6.2 Identify the role of music in everyday life, celebrations, and other special events.
MG4-6.3 Integrate music into creative writing, storytelling, poetry, visual arts, and other disciplines (for example, choose a musical instrument to represent the mood of a poem).
MG4-6.4 Identify connections between mathematics and the rhythmic ideas in music.