Grade 4: Music |
Achievement
Level
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Overall Expectations
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1
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2
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3
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4
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•demonstrate an understanding of the basic elements of
music specified for this grade (see below) through listening to, performing,
and creating music; |
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•create and perform music, using a variety of sound sources; |
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•use correctly the musical terminology associated with
the specific expectations for this grade; |
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•begin to read standard musical notation; |
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•identify and perform music from various cultures and
historical periods; |
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•communicate their response to music in ways appropriate
for this grade (e.g., through visual arts, drama, creative movement, language). |
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Specific Expectations
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Knowledge of Elements |
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•recognize that the treble clef defines the names of
the lines (e, g, b, d, f) and spaces (f, a, c, e) on the staff; |
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•recognize that specific pitches may be represented by
notes placed on a staff; |
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•recognize that a unison consists of two notes on the
same line or in the same space that are to be sung or played simultaneously; |
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•distinguish between movement by a step (i.e., the interval
between a note on a line and a note on the adjacent space, or vice versa)
and movement by a skip (e.g., any interval larger than a step); |
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•identify whole notes, half-notes, quarter-notes, and
eighth-notes, and their corresponding rests in 4/4 time; |
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•identify the form verse-chorus in familiar songs; |
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•identify the individual instruments of the woodwind,
brass, string, and percussion families; |
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•identify tone colours (the specific sounds of individual
instruments or voices) in familiar music; |
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•demonstrate an understanding of correct breathing technique
and posture when playing and/or singing; |
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•demonstrate knowledge of techniques to produce a clear
and open head tone while singing; |
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•demonstrate their understanding of beat through conducting
a piece in 4/4 time, using the standard conducting pattern. |
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Creative Work |
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•write new words to familiar melodies, using their knowledge
of rhythm to ensure that the new text fits with the melody; |
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•create an accompaniment for a story, poem, or drama
presentation, using their knowledge of beat, rhythm, and tone colour; |
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•read music, using their knowledge of contour mapping
and notation; |
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•read and perform simple rhythmic patterns in 4/4 time; |
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•sing or play expressively, giving particular attention
to using suitable dynamics and tempi; |
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•create musical compositions that show appropriate use
of some of the elements of music (e.g., tempo, dynamics, pitch, beat, rhythm,
tone colour), and perform them; |
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•create an accompaniment for a song, using a melodic
ostinato (short melodic pattern repeated throughout the song); |
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•sing and/or play in tune songs from a variety of times
and places. |
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Critical Thinking |
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•express their response to music from a variety of cultures
and historical periods (e.g., “Frère Jacques”, “Waltzing Matilda”); |
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•communicate their thoughts and feelings about the music
they hear, using language and a variety of art forms and media (e.g., a
word-processing program, storytelling, a collage); |
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•explain, using appropriate musical terminology, their
preference for specific songs or pieces of music; |
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•describe how a composer can manipulate the elements
of music to create a specific mood (e.g., in The Sorcerer's Apprentice
by Dukas); |
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•explain the effects of different musical choices. |
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Student Name: |
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