MIDDLETOWN PUBLIC SCHOOLS GENERAL MUSIC CURRICULUM GRADES … · MIDDLETOWN PUBLIC SCHOOLS GENERAL...
Transcript of MIDDLETOWN PUBLIC SCHOOLS GENERAL MUSIC CURRICULUM GRADES … · MIDDLETOWN PUBLIC SCHOOLS GENERAL...
Curriculum Writers: Emma Hookway and Claire Johnson
January 2013
MIDDLETOWN PUBLIC SCHOOLS
GENERAL MUSIC CURRICULUM
GRADES 3-4
Aquidneck Elementary School, Forest Avenue Elementary, and Joseph H. Gaudet Middle School
MIDDLETOWN PUBLIC SCHOOLS GENERAL MUSIC CURRICULUM GRADES 3 - 4 Curriculum Writers: Emma Hookway and Claire Johnson
2/13/2013 Middletown Public Schools 1
MIDDLETOWN PUBLIC SCHOOLS GENERAL MUSIC CURRICULUM GRADES 3 - 4 Curriculum Writers: Emma Hookway and Claire Johnson
2/13/2013 Middletown Public Schools 2
he Middletown Music Curriculum for grades K-12 was completed in January 2013 by a team of K-12 teachers. The team, identified as the Music Curriculum Writers referenced
extensive resources to design the document that included but are not limited to:
• Best Practice, New Standards for Teaching and Learning in America’s Schools
• Classroom Instruction That Works
• Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects
• Differentiated Instructional Strategies
• Educational websites
• Formative Assessment and Standards-Based Grading, Classroom Strategies That Work, Marzano
• National Art Education Association
• National Coalition for Core Arts Standards
• National Standards for Music Education
• Rhode Island K-12 GSEs for Music
• Webb’s Depth of Knowledge
The K-12 Music Curriculum identifies what all students should know and be able to do in art education. Each grade or course includes the National Standards for Arts Education, the Rhode Island Grade Span
Expectations for Music and the Common Core State Standards for Literacy in History/Social Studies, Science and Technical Subjects, research-based instructional strategies, resources, map (or suggested
timeline), rubrics, and checklists.
The curriculum provides learners with a sequential comprehensive education in Music through the study of National Standards for Arts Education that include:
• Singling alone and with others, a varied repertoire of music.
• Performing on instruments, alone and with others, a varied repertoire of music
• Improvising melodies, variations, and accompaniments
• Composing and arranging music within specific guidelines
• Reading and notating music
• Listening to and analyzing, and describing music
• Evaluating music and music performances
• Understanding relationships between music, the other arts, and disciplines outside the arts
• Understanding music in relation to history and culture
And through the study of Rhode Island Grade Span Expectations for Music that include:
• Artistic processes
• Cultural contexts
• Communication
• Aesthetic judgment
• Define content standards— what students should know and be able to do in Music
• Define what all students should know and be able to do by the end of each grade.
• Divide Common Core Standards into broad statements called the College and Career Readiness Anchor Standards (CCR) for Reading Writing, Speaking and Listening, and Lanagage (grades 6-12).
• Provide grade level specificity that define the skills and understandings that all students must demonstrate.
T
COMMON CORE FOR ENGLISH LANGUAGE ARTS AND LITERACY IN HISTORY/SOCIAL STUDIES, SCIENCE, AND TECHNICAL SUBJECTS
STANDARDS FOR MUSIC
Mission Statement
The mission of the Middletown Public Schools’ Fine Arts Department
is to provide for all students a life-long appreciation of music and visual arts
which enhances their educational, cultural, and personal lives.
This purpose is accomplished through various creative opportunities and
performances at all levels.
MIDDLETOWN PUBLIC SCHOOLS GENERAL MUSIC CURRICULUM GRADES 3 - 4 Curriculum Writers: Emma Hookway and Claire Johnson
2/13/2013 Middletown Public Schools 3
The curriculum provides a list of research-based best practice instructional strategies that the teacher may model and/or facilitate, e.g.
• Employs strategies of “best practice” (student-centered, experiential, holistic, authentic, expressive, reflective, social, collaborative, democratic, cognitive, developmental, constructivist/heuristic, and
challenging).
• Facilitates the integration of Applied Learning Standards (SCANS)
o problem solving
o communication
o critical thinking
o research
o reflection/evaluation.
• Differentiates instruction by varying the content, process, and product and implementing
• Analyzes formative assessment to direct instruction.
• Provides exemplars and rubrics.
• Addresses multiple intelligences and brain dominance (spatial, bodily kinesthetic, musical, linguistic, intrapersonal, interpersonal, mathematical/logical, and naturalist).
• Models the use of graphic organizers: sequence organizers (chains, cycle), concept development (mind map), compare/contrast organizers (Venn diagrams, comparison charts), organizers (word web, concept
map), evaluation organizers (charts, scales), categorize/classify organizers (categories, tree) relational organizers (fish bone, pie chart).
• Applies best practice of teaching music education:
o Facilitates peer and self-evaluation
o Organizes and facilitates public performances
REQUIRED COMMON ASSESSMENTS
• Formative and Summative Assessments (art work)
• Assessment Targets
SUGGESTED
• Anecdotal record effort, attendance, behavior
• Checklists (performance)
• Conferencing
• Journals
• Peer assessment–performance rubric/checklist
• Performance (vocal and instrumental)
• Rubrics/checklists (performance)
• Playing test- live using performance rubric/checklist
• Self-assessment using performance rubric/checklist
• Written – ELA Common Core
o Opinion
o Informational
o Facilitates the integration of technology (computers, Smart Music, Yamaha M.I.E)
o Celebrates/recognizes accomplishments.
RESEARCH-BASED INSTRUCTIONAL STRATEGIES
COMMON and SUGGESTED ASSESSMENTS
MIDDLETOWN PUBLIC SCHOOLS GENERAL MUSIC CURRICULUM GRADES 3 - 4 Curriculum Writers: Emma Hookway and Claire Johnson
2/13/2013 Middletown Public Schools 4
Books/ supplementary
• “Music Express” (periodicals, John Jacobson)
• Be Recorder Star
• Interactive Music Powered by Silver Burdett (latest edition)
• Music and You (MacMillan)
• NAfME
• Recorder Classroom
• Recorder Karate
• RIMEA
• Share the Music Textbook Series (McGraw-Hill)
• Spotlight on Music ((McGraw-Hill)
• The Music Connection (Silver Burdett)
• Trade publications
Equipment
• Hand bells
• Instruments
• Metronomes
• Orff instruments (xylophone)
• Piano
• Recordings and recording devices
• Yamaha MIE Keyboard System
Technology
• CDs, CD player/DVD player
• Computers
• Digital recorders
• Flat screen TV, overhead monitors (currently NA)
• I-pads
• MP3 Player
• Overhead projector
• Smartboards™ (currently NA)
• Videos, DVD’s
• Yamaha Mie
Videos and DVDs
Websites
• www.noteflight.com (music notation)
• www.audacity.sourceforge.net (recording and editing sounds)
• www.jamstudio.com (create music/songwriting)
• www.blanksheetmusic.net (staff paper)
• www.jwpepper.com (music listening)
• www.musictheory.net (theory)
• www.good-ear.com (ear training)
• www.teoria.com (theory)
• www.hobnox.com (audio tool)
• www.itunes.com
• www.finalenotepad.com (notation)
• www.artopod.com (free drum loops)
• www.smartmusic.com (practicing, accompaniment, and
assessment tool)
• www.itunesu.com (history)
• www.vicfirth.com/education (percussion technique)
• www.metronomeonline.com (practice tool)
• www.pianodox.com
• www.sheetmusicplus.com
• www.youtube.com
• www.makingmusicfun.net
• www.techteacher.com
• www.sfskids.org
• www.musicK8.com
• www.learningobjects,wesleyan.edu/vim (world instrument
music)
• www.worldmusic.nationalgeographic.com
Literature
• Choral musicals (Music K8)
Materials
• Clip boards
• Pencils
• Staff paper
• Walking board staff
Recordings
• Current artists
• Music from various time periods and genres
• Professional recordings
• Textbook CD series
Sheet music
• Choral musicals
• Yamaha MIE Keyboard Music (current)
• Recorder Karate
• Recorder Classroom
Software
• Alfred’s Essentials of Music Theory
• Auralia
• Band-in-a-box
• Finale
• Garage band
• I-Tunes
• Mixcraft
• Smart Music
Community
• Navy Band
• Performances, recitals
• Philharmonic Music School
• Rhode Island State Council on the Arts
RESOURCES ELEMENTARY SCHOOL
MIDDLETOWN PUBLIC SCHOOLS GENERAL MUSIC CURRICULUM GRADES 3 - 4 Curriculum Writers: Emma Hookway and Claire Johnson
2/13/2013 Middletown Public Schools 5
MIDDLETOWN PUBLIC SCHOOLS GENERAL MUSIC CURRICULUM GRADES 3 - 4 Curriculum Writers: Emma Hookway and Claire Johnson
2/13/2013 Middletown Public Schools 6
MUSIC
STANDARDS
MUSIC /BENCHMARKS
INSTRUCTIONAL
STRATEGIES
RESOURCES ASSESSMENT
EVIDENCE
1. Singing, alone and with
others, a varied
repertoire of music
1.1. Sing independently, on
pitch and in rhythm,
with appropriate
timbre, diction, and
posture, and maintains
a steady tempo, (a)
PERFORMANCE
The student
1.1.1 Sings a varied repertoire of music from diverse cultures, including
rounds, ostinatos, and descants with musical accuracy. M3 (3-4)
-1a, e.g.
• participates in grade 4 choral rehearsals
• completes two performances.
1.1.2 Reads, writes, and performs rhythmic patterns using standard
notation, including:
• whole note/rest
• sixteenth-note patterns
• eighth-quarter-eighth syncopation
• dotted quarter-eighth/eighth-dotted quarter
• dotted half note. M1(3-4) -1a
1.1.3 Reads, writes, and performs la-so-mi-re-do-la,-so, do-la-so-fa-mi-
re-do, ti) and known songs using
• solfege e.g.,
• absolute pitch letter names e.g., recorder B, A, G, E, and D,
barred instruments using treble clef patterns M1(3-4) -1c
o www.good-ear.com (ear training)
1.1.4 Begins to identify the elements of music:
• beat
• dynamics
• form
• harmony
• melody
• pitch
• rhythm
• tempo
• timbre/tone
o www.sfskids.org
1.1.5 Begins to understand accurate vocal practices:
• breathing
• posture
• sound production
TEACHER NOTES
See instructional
strategies in the
introduction and
personalize for this
standard
RESOURCE NOTES
See resources in the introduction and
personalize for this standard
Web sites
• www.good-ear.com (ear training)
• www.sfskids.org
• www.artopod.com (free drum
loops)
• www.itunes.com
STANDARDIZED AND
REQUIRED
• Formative
Assessments
• Assessment Targets
Anecdotal record
effort, attendance,
behavior
Conferencing
Journals
Playing test- live
using performance
rubric/checklist
Peer assessment–
performance
rubric/checklist
Performance
(choral/recorder)
Rubrics/checklists
(performance)
Self-assessment using
performance
rubric/checklist
Written – ELA Common
Core
• Opinion
• Informational
MIDDLETOWN PUBLIC SCHOOLS GENERAL MUSIC CURRICULUM GRADES 3 - 4 Curriculum Writers: Emma Hookway and Claire Johnson
2/13/2013 Middletown Public Schools 7
MUSIC
STANDARDS
MUSIC /BENCHMARKS
INSTRUCTIONAL
STRATEGIES
RESOURCES ASSESSMENT
EVIDENCE
1.1.6 Begins to sing scales and melodies using Kodaly hand signals and
solfege syllables
1.1.7 Sings on pitch and in rhythm alone and with others using a steady
tempo.
• www.artopod.com (free drum loops)
1.1.8 Performs selected materials appropriate to grade level and
appropriate to performance, e.g.
• Gather Round
• Skin and Bones
• Noble Duke of York
• I Love the Mountains
o www.itunes.com
1.1.9 Begins to sing with
• breath control
• enunciation
• intonation
• phrasing
1.1.10 Self-evaluates and self corrects vocal performance.
1.1.11 ASSESSMENT TARGET
• Sings and plays (together and alone) a variety of styles and
genres of music in a variety of settings. GSE Assessment
Target #3.1
1. Singing, alone and
with others, a varied
repertoire of music
1.2 Sing expressively,
with appropriate
dynamics, phrasing,
and nterpretation. (b)
PERFORMANCE
The student
1.2.1 Sings a varied repertoire of music from diverse cultures, including
rounds, ostinatos, and descants with musical accuracy. M3 (3-4) –
1a, e.g.
• participates in grade 4 choral rehearsals
• completes two performances.
1.2.2 Begins to recognizes the elements of music:
• beat
TEACHER NOTES
See instructional
strategies in the
introduction and
personalize for this
standard
RESOURCE NOTES
See resources in the introduction and
personalize for this standard
Web sites
• www.musictheory.net (theory)
REQUIRED COMMON
ASSESSMENTS
• Formative and
Summative
Assessments (art
work)
• Assessment Targets
See suggested
assessments in the
introduction and
personalize for this
MIDDLETOWN PUBLIC SCHOOLS GENERAL MUSIC CURRICULUM GRADES 3 - 4 Curriculum Writers: Emma Hookway and Claire Johnson
2/13/2013 Middletown Public Schools 8
MUSIC
STANDARDS
MUSIC /BENCHMARKS
INSTRUCTIONAL
STRATEGIES
RESOURCES ASSESSMENT
EVIDENCE
• dynamics
• form
• harmony
• melody
• pitch
• rhythm
• tempo
• timbre/tone
o www.musictheory.net (theory)
1.2.3 Begins to identify and sing appropriate
• articulation
• breathing
• dynamics (p,f, crescendo, diminuendo)
• enunciation
• phrasing
1.2.4 Self-evaluates and self corrects vocal performance.
1.2.5 ASSESSMENT TARGET
• Sings and plays (together and alone) a variety of styles and
genres of music in a variety of settings. GSE Assessment
Target #3.1
standard
1 Singing, alone and
with others, a phrasing,
varied repertoire of
music
1.3 Sing from memory
a varied repertoire of
songs representing
genres and styles from.
( c)
PERFORMANCE
The student
1.3.1 Sings a varied repertoire of music from diverse cultures, including
rounds, ostinatos, and descants with musical accuracy. M3 (3-4) –
1a, e.g.
• participates in grade 4 choral rehearsals
• completes two performances.
1.3.2 Begins to identify the elements of music representing diverse
genres and cultures.
• beat
• dynamics
• form
• harmony
TEACHER NOTES
See instructional
strategies in the
introduction and
personalize for this
standard
RESOURCE NOTES
See resources in the introduction and
personalize for this standard
Web sites
• www.itunes.com
REQUIRED COMMON
ASSESSMENTS
• Formative and
Summative
Assessments (art
work)
• Assessment Targets
See suggested
assessments in the
introduction and
personalize for this
standard
MIDDLETOWN PUBLIC SCHOOLS GENERAL MUSIC CURRICULUM GRADES 3 - 4 Curriculum Writers: Emma Hookway and Claire Johnson
2/13/2013 Middletown Public Schools 9
MUSIC
STANDARDS
MUSIC /BENCHMARKS
INSTRUCTIONAL
STRATEGIES
RESOURCES ASSESSMENT
EVIDENCE
• melody
• pitch
• rhythm
• tempo
• timbre/tone
o e.g. Fanga Alafia
o e.g. Kyle, Kyle Kule
o www.itunes.com
1.3.3 Begins to identify appropriate
• articulation
• breathing
• phrasing
in diverse genres and cultures.
1.3.4 Sings music representing diverse genres and cultures (e.g. folk,
multi-cultural, patriotic, and holiday song) with
• appropriate articulation
• breathing
• phrasing
1.3.5 Self-evaluates and self corrects vocal performance. (grade 4)
1.3.6 ASSESSMENT TARGET
• Sings and plays (together and alone) a variety of styles and
genres of music in a variety of settings. GSE Assessment
Target #3.1
1. Singing, alone and with
others, a varied
repertoire of music
1.4 Sing ostinatos, partner
songs, and rounds. (d)
PERFORMANCE
The student
1.4.1 Sings a varied repertoire of music from diverse cultures, including
rounds, ostinatos, and descants with musical accuracy. M3 (3-4) –
1a, e.g.
• participates in grade 4 choral rehearsals
• completes two performances.
1.4.2 Reads, writes, and performs rhythmic patterns using standard
notation, including:
TEACHER NOTES
See instructional
strategies in the
introduction and
personalize for this
standard
RESOURCE NOTES
See resources in the introduction and
personalize for this standard
Web sites
• www.itunes.com
• www.artopod.com (free drum
loops)
REQUIRED COMMON
ASSESSMENTS
• Formative and
Summative
Assessments (art
work)
• Assessment Targets
See suggested
assessments in the
introduction and
personalize for this
MIDDLETOWN PUBLIC SCHOOLS GENERAL MUSIC CURRICULUM GRADES 3 - 4 Curriculum Writers: Emma Hookway and Claire Johnson
2/13/2013 Middletown Public Schools 10
MUSIC
STANDARDS
MUSIC /BENCHMARKS
INSTRUCTIONAL
STRATEGIES
RESOURCES ASSESSMENT
EVIDENCE
• whole note/rest
• sixteenth-note patterns (grade 4)
• eighth-quarter-eighth syncopation
• dotted quarter-eighth/eighth-dotted quarter (grade 4)
• dotted half note. M1(3-4) -1a
1.4.3 Reads, writes, and performs simple patterns in meters of
• 2/4
• 3/4
• 4/4
• 6/8 (grade 4) M1(3-4) -1b
1.4.4 Reads, writes, and performs la-so-mi-re-do-la,-so, do-la-so-fa-mi-re-
do, ti) and known songs using
• solfege e.g.,
• absolute pitch letter names e.g., recorder B, A, G, E, and D,
barred instruments using treble clef patterns M1(3-4) -1c
1.4.5 Begins to recognize the elements of music:
• beat
• dynamics
• form
• harmony
• melody
• pitch
• rhythm
• tempo
• timbre/tone
1.4.6 Begins to identify
• ostinatos
• partner songs
• rounds, e.g.
o Row, Row, Your Boat
o Frere Jacques
o I Love the Mountain
� www.itunes.com
� www.artopod.com (free drum loops)
1.4.7 Sings ostinatos, partner songs, and rounds.
standard
MIDDLETOWN PUBLIC SCHOOLS GENERAL MUSIC CURRICULUM GRADES 3 - 4 Curriculum Writers: Emma Hookway and Claire Johnson
2/13/2013 Middletown Public Schools 11
MUSIC
STANDARDS
MUSIC /BENCHMARKS
INSTRUCTIONAL
STRATEGIES
RESOURCES ASSESSMENT
EVIDENCE
1.4.8 Evaluates self and peer performances.
1.4.9 ASSESSMENT TARGETS
• Chants rhythmic patterns using rhythmic mnemonics (e.g.,
word chants, rhythm syllables of ta ti-ti or du du-de). GSE
Assessment Target #1.1
• Echo sings/chanst short rhythmic or melodic pentatonic
patterns and play short rhythmic or melodic pentatonic
patterns on pitched barred instruments. GSE Assessment
Target #1.2
• Sings and plays (together and alone) a variety of styles and
genres of music in a variety of settings. GSE Assessment
Target #3.1
2. Performing on
instruments, alone
and with others, a
varied repertoire of
music
2.1 Perform on pitch, in
rhythm, with
appropriate dynamics
and timbre, and
maintain a steady
tempo (a) MENC
The student
2.1.1 Reads, writes, and performs rhythmic patterns using standard
notation, including:
• whole note/rest
• sixteenth-note patterns (grade 4)
• eighth-quarter-eighth syncopation
• dotted quarter-eighth/eighth-dotted quarter (grade 4)
• dotted half note. M1(3-4) -1a
2.1.2 Reads, writes, and performs simple patterns in meters of
• 2/4
• 3/4
• 4/4
• 6/8 (grade 4) M1(3-4) -1b
2.1.3 Reads, writes, and performs la-so-mi-re-do-la,-so, do-la-so-fa-mi-re-
do, ti) and known songs using
• solfege e.g.,
• absolute pitch letter names e.g., recorder B, A, G, E, and D,
barred instruments using treble clef patterns M1(3-4) -1c
TEACHER NOTES
See instructional
strategies in the
introduction and
personalize for this
standard
RESOURCE NOTES
See resources in the introduction and
personalize for this standard
Web sites
• www.artopod.com (free drum
loops)
STANDARDIZED AND
REQUIRED
• Formative
Assessments
• Assessment Targets
Anecdotal record
effort, attendance,
behavior
Conferencing
Journals
Playing test- live
using performance
rubric/checklist
Peer assessment–
performance
rubric/checklist
MIDDLETOWN PUBLIC SCHOOLS GENERAL MUSIC CURRICULUM GRADES 3 - 4 Curriculum Writers: Emma Hookway and Claire Johnson
2/13/2013 Middletown Public Schools 12
MUSIC
STANDARDS
MUSIC /BENCHMARKS
INSTRUCTIONAL
STRATEGIES
RESOURCES ASSESSMENT
EVIDENCE
2.1.4 Plays classroom instruments, pitched and unpitched, with musical
accuracy (e.g., recorders, castanets), e.g. M3 (3-4)-1b
• drums
• hand bells
• keyboards
• recorder e.g.
o breath control
o tonguing
o fingering
o proper playing position/posture
• triangle
• woodblocks
• xylophones
o www.artopod.com (free drum loops)
2.1.5 Recognizes the elements of music:
• beat
• dynamics
• form
• harmony
• melody
• pitch
• rhythm
• tempo
• timbre/tone
2.1.6 Understands accurate playing practices – sticking and sound
production on classroom percussion instruments, keyboards, and
recorders, e.g.
• breath control
• tonguing
• fingering
• proper playing position/posture
2.1.7 Begins to perform on classroom instruments on pitch and in
rhythm with appropriate dynamics alone and with others using a
steady tempo, e.g.
• recorder
• various percussion instruments
• keyboard
Performance
(choral/recorder)
Rubrics/checklists
(performance)
Self-assessment using
performance
rubric/checklist
Written – ELA Common
Core
• Opinion
• Informational
MIDDLETOWN PUBLIC SCHOOLS GENERAL MUSIC CURRICULUM GRADES 3 - 4 Curriculum Writers: Emma Hookway and Claire Johnson
2/13/2013 Middletown Public Schools 13
MUSIC
STANDARDS
MUSIC /BENCHMARKS
INSTRUCTIONAL
STRATEGIES
RESOURCES ASSESSMENT
EVIDENCE
2.1.8 Performs selected materials appropriate to grade level and
appropriate to performance, e.g.
• Recorder Karate
• Yamaha MIE (Music in Education)Program
2.1.9 ASSESSMENT TARGETS
• Echo sings/chants short rhythmic or melodic pentatonic
patterns and play short rhythmic or melodic pentatonic
patterns on pitched barred instruments. GSE Assessment
Target # 1.2
• Sings and plays (together and alone) a variety of styles and
genres of music in a variety of settings. GSE Assessment
Target #3.1
2. Performing on
instruments, alone
and with others, a
varied repertoire of
music
2.2 Perform easy rhythmic,
melodic, and chordal
patterns accurately and
independently on
rhythmic, melodic, and
harmonic classroom
instruments (b)
The student
2.2.1 Reads, writes, and performs rhythmic patterns using standard
notation, including:
• whole note/rest
• sixteenth-note patterns (grade 4)
• eighth-quarter-eighth syncopation
• dotted quarter-eighth/eighth-dotted quarter (grade 4)
• dotted half note. M1(3-4) -1a
2.2.2 Reads, writes, and performs simple patterns in meters of
• 2/4
• 3/4
• 4/4
• 6/8 (grade 4) M1(3-4) -1b
2.2.3 Reads, writes, and performs la-so-mi-re-do-la,-so, do-la-so-fa-mi-
re-do, ti) and known songs using
• solfege e.g.,
• absolute pitch letter names e.g., recorder B, A, G, E, and D,
barred instruments using treble clef patterns M1(3-4) -1c
TEACHER NOTES
See instructional
strategies in the
introduction and
personalize for this
standard
RESOURCE NOTES
See resources in the introduction and
personalize for this standard
Web sites
• www.artopod.com (free drum
loops)
REQUIRED COMMON
ASSESSMENTS
• Formative and
Summative
Assessments (art
work)
• Assessment Targets
See suggested
assessments in the
introduction and
personalize for this
standard
MIDDLETOWN PUBLIC SCHOOLS GENERAL MUSIC CURRICULUM GRADES 3 - 4 Curriculum Writers: Emma Hookway and Claire Johnson
2/13/2013 Middletown Public Schools 14
MUSIC
STANDARDS
MUSIC /BENCHMARKS
INSTRUCTIONAL
STRATEGIES
RESOURCES ASSESSMENT
EVIDENCE
2.2.4 Plays classroom instruments, pitched and unpitched, with musical
accuracy (e.g., recorders, castanets), e.g. M3 (3-4)-1b
• drums
• keyboard
• recorder
o breath control
o tonguing
o fingering
o proper playing position/posture
• triangle
• woodblocks
• xylophones
• www.artopod.com (free drum loops)
2.2.5 Recognizes the elements of music:
• dynamics
• form
• harmony
• melody
• pitch
• rhythm
• tempo
• timbre/tone
representing diverse genres and cultures.
2.2.5 ASSESSMENT TARGETS
• Echo sings/chants short rhythmic or melodic pentatonic
patterns and play short rhythmic or melodic pentatonic
patterns on pitched barred instruments. GSE Assessment
Target #1.2
• Accompanies their singing using body percussion
accompaniment. GSE Assessment Target #3.2
2. Performing on
instruments, alone
and with others, a
varied repertoire of
music. MENC
The student
TEACHER NOTES
See instructional
strategies in the
introduction and
personalize for this
RESOURCE NOTES
See resources in the introduction and
personalize for this standard
Web sites
REQUIRED COMMON
ASSESSMENTS
• Formative and
Summative
Assessments (art
work)
MIDDLETOWN PUBLIC SCHOOLS GENERAL MUSIC CURRICULUM GRADES 3 - 4 Curriculum Writers: Emma Hookway and Claire Johnson
2/13/2013 Middletown Public Schools 15
MUSIC
STANDARDS
MUSIC /BENCHMARKS
INSTRUCTIONAL
STRATEGIES
RESOURCES ASSESSMENT
EVIDENCE
2.3 Perform expressively a
varied repertoire of
music representing
diverse genres
and styles. (c)
2.3.1 Reads, writes, and performs rhythmic patterns using standard
notation, including:
• whole note/rest
• sixteenth-note patterns (grade 4)
• eighth-quarter-eighth syncopation
• dotted quarter-eighth/eighth-dotted quarter (grade 4)
• dotted half note. M1(3-4) -1a
2.3.2 Reads, writes, and performs simple patterns in meters of
• 2/4
• 3/4
• 4/4
• 6/8 (grade 4) M1(3-4) -1b
2.3.3 Reads, writes, and performs la-so-mi-re-do-la,-so, do-la-so-fa-mi-re-
do, ti) and known songs using
• solfege e.g.,
• absolute pitch letter names e.g., recorder B, A, G, E, and D,
barred instruments using treble clef patterns M1(3-4) -1c
2.3.4 Plays classroom instruments, pitched and unpitched, with musical
accuracy (e.g., recorders, castanets), e.g. M3 (3-4)-1b
• drums
• keyboard
• recorder
o breath control
o tonguing
o fingering
o proper playing position/posture
• triangle
• woodblocks
• xylophones
2.3.5 Begins to recognizes the elements of music:
• beat
• dynamics
• form
• harmony
• melody
• pitch
• rhythm
standard
•
• Assessment Targets
See suggested
assessments in the
introduction and
personalize for this
standard
MIDDLETOWN PUBLIC SCHOOLS GENERAL MUSIC CURRICULUM GRADES 3 - 4 Curriculum Writers: Emma Hookway and Claire Johnson
2/13/2013 Middletown Public Schools 16
MUSIC
STANDARDS
MUSIC /BENCHMARKS
INSTRUCTIONAL
STRATEGIES
RESOURCES ASSESSMENT
EVIDENCE
• tempo
• timbre/tone
2.3.6 Performs instrumental accompaniments parts.
2.3.7 Self-evaluates and self corrects instrumental performance.
2.3.8 ASSESSMENT TARGETS
• Echo sings/chants short rhythmic or melodic pentatonic
patterns and play short rhythmic or melodic pentatonic
patterns on pitched barred instruments. GSE Assessment
Target #1.2
• Sings and plays (together and alone) a variety of styles and
genres of music in a variety of settings. GSE Assessment
Target # 3.1
3. Improvising melodies,
variations, and
accompaniments
3.1 Improvise “answers” in
the same style to given
rhythmic and melodic
ostinato accompaniments
(a)
PERFORMANCE
The student
3.1.1 Improvises answers in the same style to given melodic or
rhythmic patterns. M1 (3-4) 2a
3.1.2 Performs the “answer” in the same style to the given rhythmic
and melodic phrase.
• beat
• dynamics
• form
• harmony
• melody
• pitch
• rhythm
• tempo
• timbre/tone
3.1.3 Improvises his/her own rhythmic and melodic phrase.
• rhythm instruments
TEACHER NOTES
See instructional
strategies in the
introduction and
personalize for this
standard
RESOURCE NOTES
See resources in the introduction and
personalize for this standard
Web sites
•
STANDARDIZED AND
REQUIRED
• Formative
Assessments
• Assessment Targets
Anecdotal record
effort, attendance,
behavior
Conferencing
Journals
Playing test- live
using performance
rubric/checklist
Peer assessment–
performance
MIDDLETOWN PUBLIC SCHOOLS GENERAL MUSIC CURRICULUM GRADES 3 - 4 Curriculum Writers: Emma Hookway and Claire Johnson
2/13/2013 Middletown Public Schools 17
MUSIC
STANDARDS
MUSIC /BENCHMARKS
INSTRUCTIONAL
STRATEGIES
RESOURCES ASSESSMENT
EVIDENCE
• recorders
3.1.4 ASSESSMENT TARGET
• Echo sings/chants short rhythmic or melodic pentatonic
patterns and play short rhythmic or melodic pentatonic
patterns on pitched barred instruments. GSE Target
Assessment #1.2
rubric/checklist
Performance
(choral/recorder)
Rubrics/checklists
(performance)
Self-assessment using
performance
rubric/checklist
Written – ELA Common
Core
• Opinion
• Informational
3. Improvise melodies,
variations, and
accompaniments. MENC
3.2 Improvise simple
rhythmic and melodic
ostinato
accompaniments. (b)
The student
3.2.1 Improvises answers in the same style to given melodic or rhythmic
patterns. M1 (3-4) 2a.
3.2.2 Composes or arranges music to accompany readings or
dramatizations, e.g.
• Frog Went a Courtin
• Skin and Bones M1 (3-4)-2b
3.2.3 Begins to recognizes the elements of music:
• beat
• dynamics
• form
• harmony
• melody
• pitch
• rhythm
• tempo
• timbre/tone
TEACHER NOTES
See instructional
strategies in the
introduction and
personalize for this
standard
RESOURCE NOTES
See resources in the introduction and
personalize for this standard
Web sites
•
REQUIRED COMMON
ASSESSMENTS
• Formative and
Summative
Assessments (art
work)
• Assessment Targets
See suggested
assessments in the
introduction and
personalize for this
standard
MIDDLETOWN PUBLIC SCHOOLS GENERAL MUSIC CURRICULUM GRADES 3 - 4 Curriculum Writers: Emma Hookway and Claire Johnson
2/13/2013 Middletown Public Schools 18
MUSIC
STANDARDS
MUSIC /BENCHMARKS
INSTRUCTIONAL
STRATEGIES
RESOURCES ASSESSMENT
EVIDENCE
3.2.4 Improvises as solo and group using pentatonic scale , e.g.
• Hot Cross Buns
• Merrily We Roll Along
• Keyboard
• Xylophone
3.2.5 ASSESSMENT TARGET
• Echo sings/chants short rhythmic or melodic pentatonic
patterns and play short rhythmic or melodic pentatonic
patterns on pitched barred instruments. GSE Assessment
Target #1.2
3. Improvise melodies,
variations, and
accompaniments. MENC
3.3 Improvise simple
rhythmic variations and
simple melodic
embellishments on
familiar melodies. (c)
The student
3.3.1 Improvises answers in the same style to given melodic or rhythmic
patterns. M1 (3-4) –2a
3.3.2 Improvises as solo and group using pentatonic scale.
• classroom melodic percussion
• Orff instruments
3.3.3 Begins to recognizes the elements of music:
• beat
• dynamics
• form
• harmony
• melody
• pitch
• rhythm
• tempo
• timbre/tone
3.3.4 Uses rhythmic instruments for sound effects.
3.3.5 Improvises his/her own rhythmic and melodic embellishment to a
given song, e.g. Twinkle Twinkle Little Star
TEACHER NOTES
See instructional
strategies in the
introduction and
personalize for this
standard
RESOURCE NOTES
See resources in the introduction and
personalize for this standard
Web sites
•
REQUIRED COMMON
ASSESSMENTS
• Formative and
Summative
Assessments (art
work)
• Assessment Targets
See suggested
assessments in the
introduction and
personalize for this
standard
MIDDLETOWN PUBLIC SCHOOLS GENERAL MUSIC CURRICULUM GRADES 3 - 4 Curriculum Writers: Emma Hookway and Claire Johnson
2/13/2013 Middletown Public Schools 19
MUSIC
STANDARDS
MUSIC /BENCHMARKS
INSTRUCTIONAL
STRATEGIES
RESOURCES ASSESSMENT
EVIDENCE
3.3.6 ASSESSMENT TARGET
• Echo sings/chants short rhythmic or melodic pentatonic
patterns and play short rhythmic or melodic pentatonic
patterns on pitched barred instruments. GSE Assessment
Target #1.2
4. Composing and
arranging music within
specific guidelines
4.1 Create and arrange
music to accompany
readings or
dramatizations. (a)
TOOLS
The student
4.1.1 Composes or arranges music to accompany readings or
dramatizations (e.g., music for a “haunted house”, music for a
reading of The Little Engine that Could).
M1(3-4)-2b
• www.noteflight.com (music notation)
4.1.2 Begins to recognize and applies elements of music:
• beat
• dynamics
• form
• harmony
• melody
• pitch
• rhythm
• tempo
• timbre/tone
4.1.3 Performs composition for peers and/or others.
4.1.4 Adds instrumental sounds to illustrate a story or poem.
4.1.5 Selects music to accompany a story or poem.
4.1.6 ASSESSMENT TARGET
• Echo sings/chants short rhythmic or melodic pentatonic
patterns and play short rhythmic or melodic pentatonic
patterns on pitched barred instruments. GSE Assessment
Target #1.2
TEACHER NOTES
See instructional
strategies in the
introduction and
personalize for this
standard
RESOURCE NOTES
See resources in the introduction and
personalize for this standard
Web sites
• www.noteflight.com (music
notation)
STANDARDIZED AND
REQUIRED
• Formative
Assessments
• Assessment Targets
Anecdotal record
effort, attendance,
behavior
Conferencing
Journals
Playing test- live
using performance
rubric/checklist
Peer assessment–
performance
rubric/checklist
Performance
(choral/recorder)
Rubrics/checklists
(performance)
Self-assessment using
performance
rubric/checklist
Written – ELA Common
Core
MIDDLETOWN PUBLIC SCHOOLS GENERAL MUSIC CURRICULUM GRADES 3 - 4 Curriculum Writers: Emma Hookway and Claire Johnson
2/13/2013 Middletown Public Schools 20
MUSIC
STANDARDS
MUSIC /BENCHMARKS
INSTRUCTIONAL
STRATEGIES
RESOURCES ASSESSMENT
EVIDENCE
• Opinion
• Informational
4. Composing and
arranging music within
specific guidelines
4.2 Use a variety of
sound sources
when composing.
(c)
The student
4.2.1. Composes or arranges music to accompany readings or
dramatizations (e.g., music for a “haunted house”, music for a
reading of The Little Engine that Could).
M1(3-4)-2b
• www.noteflight.com (music notation)
4.2.2 Begins to recognize and apply elements of music:
• beat
• dynamics
• form
• harmony
• melody
• pitch
• rhythm
• tempo
• timbre/tone
4.2.3 Performs composition for peers and/or others.
4.2.4 Adds instrumental sounds to illustrate a story or poem.
4.2.5 Selects music to accompany a story or poem.
4.2.6 Uses classroom instruments, voices and body percussions to
compose songs given a beginning and an end.
4.2.7 Evaluates performance of self and peers and self corrects.
4.2.8 ASSESSMENT TARGET
• Echo sings/chants short rhythmic or melodic pentatonic
patterns and play short rhythmic or melodic pentatonic
patterns on pitched barred instruments. GSE Assessment
Target #1.2
TEACHER NOTES
See instructional
strategies in the
introduction and
personalize for this
standard
RESOURCE NOTES
See resources in the introduction and
personalize for this standard
Web sites
• www.noteflight.com (music
notation)
REQUIRED COMMON
ASSESSMENTS
• Formative and
Summative
Assessments (art
work)
• Assessment Targets
See suggested
assessments in the
introduction and
personalize for this
standard
MIDDLETOWN PUBLIC SCHOOLS GENERAL MUSIC CURRICULUM GRADES 3 - 4 Curriculum Writers: Emma Hookway and Claire Johnson
2/13/2013 Middletown Public Schools 21
MUSIC
STANDARDS
MUSIC /BENCHMARKS
INSTRUCTIONAL
STRATEGIES
RESOURCES ASSESSMENT
EVIDENCE
5. Reading and
notating music
5.1 Read whole, half,
dotted half, quarter,
and eight notes and
rests in 2/4, 3/4, 4/4 ,
meter signatures.
(a) PERFORMANCE/
TOOLS
The student
5.1.1 Reads, writes, and performs rhythmic patterns using standard
notation, including:
• whole note/rest
• sixteenth-note patterns (grade 4)
• eighth-quarter-eighth syncopation
• dotted quarter-eighth/eighth-dotted quarter (grade 4)
• dotted half note. M1(3-4) -1a
o www.noteflight.com (music notation)
o www.makingmusicfun.net
5.1.2 Knows elements of music:
• beat
• dynamics
• form
• harmony
• melody
• pitch
• rhythm
• tempo
• timbre/tone
5.1.3 Recognizes note values:
• whole
• half
• quarter
• eighth
• dotted notes
5.1.4 Recognizes time signatures in:
• �
�
• �
�
• �
�
• �
� (grade 4)
TEACHER NOTES
See instructional
strategies in the
introduction and
personalize for this
standard
RESOURCE NOTES
See resources in the introduction and
personalize for this standard
Web sites
• www.noteflight.com (music
notation)
• www.makingmusicfun.net
STANDARDIZED AND
REQUIRED
• Formative
Assessments
• Assessment Targets
Anecdotal record
effort, attendance,
behavior
Conferencing
Journals
Playing test- live
using performance
rubric/checklist
Peer assessment–
performance
rubric/checklist
Performance
(choral/recorder)
Rubrics/checklists
(performance)
Self-assessment using
performance
rubric/checklist
Written – ELA Common
Core
• Opinion
• Informational
MIDDLETOWN PUBLIC SCHOOLS GENERAL MUSIC CURRICULUM GRADES 3 - 4 Curriculum Writers: Emma Hookway and Claire Johnson
2/13/2013 Middletown Public Schools 22
MUSIC
STANDARDS
MUSIC /BENCHMARKS
INSTRUCTIONAL
STRATEGIES
RESOURCES ASSESSMENT
EVIDENCE
5.1.5 Analyzes music examples for appropriate note values and time
signatures.
• Music book songs
• Keyboard and recorder songs
5.1.6 ASSESSMENT TARGET
• Chanst rhythmic patterns using rhythmic mnemonics (e.g.,
word chants, rhythm syllables of ta ti-ti or du du-de). GSE
Assessment Target #1.1
5. Reading and notating
music
5.2 Use a system (that is,
syllables, numbers, or
letters, to read simple
pitch notation in the
treble clef in major keys.
(b)
PERFORMANCE/ TOOLS
The student
5.2.1 Reads, writes, and performs
• patterns of pitch, e.g. :
o la-so-mi-re-do-la,-so, do-la-so-fa-mi-re-do, ti)
• known songs using solfege, e.g.,
o Sourwood Mountain, Chairs to Mend, Cancion
de cuna
• absolute pitch letter names e.g.,
o recorder B, A, G, E, and D, barred instruments
using treble clef patterns. M1 (3-4)1c
o keyboard
o recorder
5.2.2 Knows elements of music:
• beat
• dynamics
• form
• harmony
• melody
• pitch
• rhythm
• tempo
• timbre/tone
5.2.3 Identifies lines notes and space notes on the treble clef.
TEACHER NOTES
See instructional
strategies in the
introduction and
personalize for this
standard
RESOURCE NOTES
See resources in the introduction and
personalize for this standard
Web sites
REQUIRED COMMON
ASSESSMENTS
• Formative and
Summative
Assessments (art
work)
• Assessment Targets
See suggested
assessments in the
introduction and
personalize for this
standard
MIDDLETOWN PUBLIC SCHOOLS GENERAL MUSIC CURRICULUM GRADES 3 - 4 Curriculum Writers: Emma Hookway and Claire Johnson
2/13/2013 Middletown Public Schools 23
MUSIC
STANDARDS
MUSIC /BENCHMARKS
INSTRUCTIONAL
STRATEGIES
RESOURCES ASSESSMENT
EVIDENCE
5.2.4 Begins to identify names of notes on the treble staff.
5.2.5 Identify bass clef and treble clef.
5.2.6 Plays from treble clef staff notation on the recorder.
5.2.7 ASSESSMENT TARGET
• Chant rhythmic patterns using rhythmic mnemonics (e.g.,
word chants, rhythm syllables of ta ti-ti or du du-de). GSE
Assessment Target #1.1
5. Reading and notating
music
5.3 Identify symbols and
traditional terms
referring to dynamics,
tempo, and articulation
and interpret them
correctly when
performing. ( c)
PERFORMANCE/ TOOLS
The student
5.3.1 Reads, writes, and performs rhythmic patterns using standard
notation, including:
• whole note/rest
• sixteenth-note patterns (grade 4)
• eighth-quarter-eighth syncopation
• dotted quarter-eighth/eighth-dotted quarter (grade 4)
• dotted half note. M1(3-4) -1a
o www.makingmusicfun.net
5.3.2 Reads, writes, and performs simple patterns in meters of
• 2/4
• 3/4
• 4/4
• 6/8 (grade 4) M1(3-4) -1b
5.3.3 Reads, writes, and performs la-so-mi-re-do-la,-so, do-la-so-fa-mi-re-
do, ti) and known songs using
• solfege e.g.,
• absolute pitch letter names e.g., recorder B, A, G, E, and D,
barred instruments using treble clef patterns M1(3-4) -1c
5.3.3 Begins to read and perform musical notation and symbols e.g.
• mp, p, f, mf, crescendo, diminuendo, repeat signs, D.S. al
coda, tempo
o www.makingmusicfun.net
TEACHER NOTES
See instructional
strategies in the
introduction and
personalize for this
standard
RESOURCE NOTES
See resources in the introduction and
personalize for this standard
Web sites
• www.makingmusicfun.net
REQUIRED COMMON
ASSESSMENTS
• Formative and
Summative
Assessments (art
work)
• Assessment Targets
See suggested
assessments in the
introduction and
personalize for this
standard
MIDDLETOWN PUBLIC SCHOOLS GENERAL MUSIC CURRICULUM GRADES 3 - 4 Curriculum Writers: Emma Hookway and Claire Johnson
2/13/2013 Middletown Public Schools 24
MUSIC
STANDARDS
MUSIC /BENCHMARKS
INSTRUCTIONAL
STRATEGIES
RESOURCES ASSESSMENT
EVIDENCE
5.3.4 Applies knowledge of musical notations and symbols to a given
rhythm/melody.
5.3.6 ASSESSMENT TARGETS
• Chants rhythmic patterns using rhythmic mnemonics (e.g.,
word chants, rhythm syllables of ta ti-ti or du du-de). GSE
Assessment Target #1.1
• Describes the use of musical elements, musical form, and
instrumentation using supporting illustrations, charts, or
visuals. (Responses incorporate appropriate musical
terminology by grade 4.). GSE Assessment Target #4.1
5. Reading and notating
music
5.4 Use standard symbols to
notate meter, rhythm,
pitch, and dynamics in
simple patterns
presented by the
teacher. (d)
PERFORMANCE/ TOOLS
The student
5.4.1 Reads, writes, and performs rhythmic patterns using standard
notation, including:
• whole note/rest
• sixteenth-note patterns
• eighth-quarter-eighth syncopation
• dotted quarter-eighth/eighth-dotted quarter
• dotted half note. M1(3-4) -1a
5.4.2 Reads, writes, and performs simple patterns in meters of
• 2/4
• 3/4
• 4/4
• 6/8 (grade 4) M1(3-4) -1b
5.4.3 Reads, writes, and performs la-so-mi-re-do-la,-so, do-la-so-fa-mi-re-
do, ti) and known songs using
• solfege e.g.,
• absolute pitch letter names e.g., recorder B, A, G, E, and D,
barred instruments using treble clef patterns M1(3-4) -1c
• Keyboard
•
5.4.4 Demonstrates knowledge of notation in treble clef, e.g. recorder
low C to high D
TEACHER NOTES
See instructional
strategies in the
introduction and
personalize for this
standard
RESOURCE NOTES
See resources in the introduction and
personalize for this standard
Web sites
• Finale™ (notation software)
• Finale Notepad™
REQUIRED COMMON
ASSESSMENTS
• Formative and
Summative
Assessments (art
work)
• Assessment Targets
See suggested
assessments in the
introduction and
personalize for this
standard
MIDDLETOWN PUBLIC SCHOOLS GENERAL MUSIC CURRICULUM GRADES 3 - 4 Curriculum Writers: Emma Hookway and Claire Johnson
2/13/2013 Middletown Public Schools 25
MUSIC
STANDARDS
MUSIC /BENCHMARKS
INSTRUCTIONAL
STRATEGIES
RESOURCES ASSESSMENT
EVIDENCE
5.4.5 Demonstrates understanding of rhythmic notation and
corresponding note value.
5.4.6 Listens to and analyzes personal and peer musical ideas.
5.4.7 ASSESSMENT TARGETS
• Echo sings/chants short rhythmic or melodic pentatonic
patterns and play short rhythmic or melodic pentatonic
patterns on pitched barred instruments.. GSE Assessment
Target #1.1
• Sings and plays (together and alone) a variety of styles and
genres of music in a variety of settings. GSE Assessment
Target #3.1
6. Listening to analyzing,
and describing music
6.1 Identify simple music
forms when presented
aurally. (a)
The student
6.1.1 Identifies simple musical forms (e.g., AABA, AABB, rondo). M4 (3-
4)-1b
• CD’s
• www.itunes.com
6.1.2 Begins to know elements of music
• beat
• dynamics
• form
• harmony
• melody
• pitch
• rhythm
• tempo
• timbre/tone
6.1.3 Identifies verse/refrain and call/response.
6.1.4 Differentiates between same and contrasting sections (e.g. ABA)
when presented aurally.
6.1.5 Analyzes simple music form e.g. AB, ABA, and AABB when
presented aurally.
TEACHER NOTES
See instructional
strategies in the
introduction and
personalize for this
standard
RESOURCE NOTES
See resources in the introduction and
personalize for this standard
Web sites
•
STANDARDIZED AND
REQUIRED
• Formative
Assessments
• Assessment Targets
Anecdotal record
effort, attendance,
behavior
Conferencing
Journals
Playing test- live
using performance
rubric/checklist
Peer assessment–
performance
rubric/checklist
Performance
(choral/recorder)
MIDDLETOWN PUBLIC SCHOOLS GENERAL MUSIC CURRICULUM GRADES 3 - 4 Curriculum Writers: Emma Hookway and Claire Johnson
2/13/2013 Middletown Public Schools 26
MUSIC
STANDARDS
MUSIC /BENCHMARKS
INSTRUCTIONAL
STRATEGIES
RESOURCES ASSESSMENT
EVIDENCE
6.1.6 Begins to demonstrate an understanding of simple musical forms
through various means, e.g.
• shapes
• graphics
• numbers
• actions
6.1.7 Identifies like and different melodies, introduction and interludes in
a given music listening piece.
6.1.8 ASSESSMENT TARGET
• Describse the use of musical elements, musical form, and
instrumentation using supporting illustrations, charts, or
visuals. (Responses incorporate appropriate musical
terminology by grade 4). GSE Assessment Target #4.1
Rubrics/checklists
(performance)
Self-assessment using
performance
rubric/checklist
Written – ELA Common
Core
• Opinion
• Informational
6. Listening to analyzing,
and describing music
6.2 Demonstrate perceptual
skills by moving, by
answering questions
about, and by describing
aural examples of music
of various styles
representing diverse
cultures. (b)
PERCEPTION
The student
6.2.1 Identifies and classifies timbres using specified categories, e.g.
• instruments of the orchestra
• jazz combos
• world instruments of
o idiophones (auxiliary, percussion)
o aerophones (wind instruments)
o chordaphones (string instruments)
o membranaphones (drums) M4 (3-4) -1c
6.2.2 Uses the terminology of music in discussing individual preferences
for specific music from diverse cultures. M2 (3-4) -1a
• creative movement
• active listening
• questions and answers
• compare and contrast
• identifying traditional and non traditional
6.2.3 Describes music and identifies melody, rhythm, harmony, and
timbre using appropriate music terminology. M4 (3-4) -1a
TEACHER NOTES
See instructional
strategies in the
introduction and
personalize for this
standard
RESOURCE NOTES
See resources in the introduction and
personalize for this standard
Web sites
REQUIRED COMMON
ASSESSMENTS
• Formative and
Summative
Assessments (art
work)
• Assessment Targets
See suggested
assessments in the
introduction and
personalize for this
standard
MIDDLETOWN PUBLIC SCHOOLS GENERAL MUSIC CURRICULUM GRADES 3 - 4 Curriculum Writers: Emma Hookway and Claire Johnson
2/13/2013 Middletown Public Schools 27
MUSIC
STANDARDS
MUSIC /BENCHMARKS
INSTRUCTIONAL
STRATEGIES
RESOURCES ASSESSMENT
EVIDENCE
6.2.4 Begins to know elements of music:
• beat
• dynamics
• form
• harmony
• melody
• pitch
• rhythm
• tempo
• timbre/tone
6.2.5 Demonstrates understanding of music changes in tempo or meter.
6.2.6 Identifies aurally example such as changes in
• dynamics
• key (e.g. major vs. minor)
• meter
• orchestration/instrumentation
• style
• tempo
6.2.7 ASSESSMENT TARGET
• Describes the use of musical elements, musical form, and
instrumentation using supporting illustrations, charts, or
visuals. (Responses incorporate appropriate musical
terminology by grade 4.). GSE Assessment Target # 4.1
6. Listening to analyzing,
and describing music
6.3 Use appropriate
terminology in
explaining music, music
notation, music
instruments and voices,
and music
performances. ( c)
PERCEPTION
The student
6.3.1 Describes music and identifying melody, rhythm, harmony, and
timbre using appropriate music terminology, e.g. M4 (3-4) -1a
•••• high/low, fast/slow, loud/soft, ascending/descending
melody, even and uneven rhythm patterns
•••• and through
o creative movements
o active listening
o questions and answers
o compare and contrast
TEACHER NOTES
See instructional
strategies in the
introduction and
personalize for this
standard
RESOURCE NOTES
See resources in the introduction and
personalize for this standard
Web sites
• i-Tunes/recordings
REQUIRED COMMON
ASSESSMENTS
• Formative and
Summative
Assessments (art
work)
• Assessment Targets
See suggested
assessments in the
introduction and
personalize for this
MIDDLETOWN PUBLIC SCHOOLS GENERAL MUSIC CURRICULUM GRADES 3 - 4 Curriculum Writers: Emma Hookway and Claire Johnson
2/13/2013 Middletown Public Schools 28
MUSIC
STANDARDS
MUSIC /BENCHMARKS
INSTRUCTIONAL
STRATEGIES
RESOURCES ASSESSMENT
EVIDENCE
o identifying traditional and non-traditional
instruments
6.3.2 identifies simple musical forms e.g.,
• AABA
• AABB
• rondo M4 (3-4) 1b
6.3.3 Begins to understand the use of elements of music in different
genres and cultures., e.g.
• beat
• dynamics
• form
• harmony
• melody
• pitch
• rhythm
• tempo
• timbre/tone
6.3.4 ASSESSMENT TARGET
• Describes the use of musical elements, musical form, and
instrumentation using supporting illustrations, charts, or
visuals. (Responses incorporate appropriate musical
terminology by grade 4.). GSE Assessment Target #4
standard
6. Listening to analyzing, and
describing music
6.4 Respond through
purposeful movement
to selected prominent
music characteristics or
to specific music events
while listening to music.
(e)
PERCEPTION
The student
6.4.1 Describes music and identifying melody, rhythm, harmony, and
timbre using appropriate music terminology, e.g. M4 (3-4) -1a
•••• high/low, fast/slow, loud/soft, ascending/descending
melody, even and uneven rhythm patterns
•••• and through
o creative movements
o active listening
o questions and answers
o compare and contrast
o identifying traditional and non-traditional
TEACHER NOTES
See instructional
strategies in the
introduction and
personalize for this
standard
RESOURCE NOTES
See resources in the introduction and
personalize for this standard
Web sites
•
REQUIRED COMMON
ASSESSMENTS
• Formative and
Summative
Assessments (art
work)
• Assessment Targets
See suggested
assessments in the
introduction and
personalize for this
standard
MIDDLETOWN PUBLIC SCHOOLS GENERAL MUSIC CURRICULUM GRADES 3 - 4 Curriculum Writers: Emma Hookway and Claire Johnson
2/13/2013 Middletown Public Schools 29
MUSIC
STANDARDS
MUSIC /BENCHMARKS
INSTRUCTIONAL
STRATEGIES
RESOURCES ASSESSMENT
EVIDENCE
instruments
6.4.2 Begins to knows elements of music:
• beat
• dynamics
• form
• harmony
• melody
• pitch
• rhythm
• tempo
• timbre/tone
6.4.3 Identifies meters, intervals (steps, leaps, repeats).
6.4.4 Recognizes major/minor tonalities.
6.4.5 Selects the correct meter to an aural presentation.
• musical theater
• recordings
6.4.6 ASSESSMENT TARGET
• Describes the use of musical elements, musical form, and
instrumentation using supporting illustrations, charts, or
visuals. (Responses incorporate appropriate musical
terminology by grade 4.)
7. Evaluating music and
music performances
7.1 Devise criteria
for evaluating
performances and
compositions. (a)
PERCEPTION
The student
7.1.1 Describes music and identifying melody, rhythm, harmony, and
timbre using appropriate music terminology, e.g. M4 (3-4) -1a
•••• high/low, fast/slow, loud/soft, ascending/descending
melody, even and uneven rhythm patterns
•••• and through
o creative movements
o active listening
o questions and answers
o compare and contrast
o identifying traditional and non-traditional
TEACHER NOTES
See instructional
strategies in the
introduction and
personalize for this
standard
RESOURCE NOTES
See resources in the introduction and
personalize for this standard
Web sites
•
STANDARDIZED AND
REQUIRED
• Formative
Assessments
• Assessment Targets
Anecdotal record
effort, attendance,
behavior
Conferencing
MIDDLETOWN PUBLIC SCHOOLS GENERAL MUSIC CURRICULUM GRADES 3 - 4 Curriculum Writers: Emma Hookway and Claire Johnson
2/13/2013 Middletown Public Schools 30
MUSIC
STANDARDS
MUSIC /BENCHMARKS
INSTRUCTIONAL
STRATEGIES
RESOURCES ASSESSMENT
EVIDENCE
instruments
•••• compare and contrast
o orchestra vs. concert band
o children vs. adult voices
o women’s vs. men
o elements of music
7.1.2 Uses age-appropriate music vocabulary to critique music (e.g.,
“The tempo is allegro in the A section.” “I hear a crescendo
before the cymbal crash.”) M4 (3-4) -2a
•••• Record in journals
7.1.3 Comprehends the criteria for evaluating musical performances
(ensemble, solo, or self) that includes:
• Dynamics – loudness or softness of the music
• Pitch – singing or playing notes correctly
• Presentation – proper stage presence, uniform dress,
appropriate performance etiquette • Rhythm – patterns of long and short sounds
7.1.4 Begins to identify elements of music:
• beat
• dynamics
• form
• harmony
• melody
• pitch
• rhythm
• tempo
• timbre/tone
7.1.5 Recognizes rhythmic and tonal accuracy.
7.1.6 ASSESSMENT TARGET
• Describes the use of musical elements, musical form, and
instrumentation using supporting illustrations, charts, or
visuals. (Responses incorporate appropriate musical
terminology by grade 4.) Assessment Target #4.1
Journals
Playing test- live
using performance
rubric/checklist
Peer assessment–
performance
rubric/checklist
Performance
(choral/recorder)
Rubrics/checklists
(performance)
Self-assessment using
performance
rubric/checklist
Written – ELA Common
Core
• Opinion
• Informational
MIDDLETOWN PUBLIC SCHOOLS GENERAL MUSIC CURRICULUM GRADES 3 - 4 Curriculum Writers: Emma Hookway and Claire Johnson
2/13/2013 Middletown Public Schools 31
MUSIC
STANDARDS
MUSIC /BENCHMARKS
INSTRUCTIONAL
STRATEGIES
RESOURCES ASSESSMENT
EVIDENCE
7. Evaluating music and
music performances
7.2 Explain, using
appropriate music
terminology, their
personal preferences
for specific musical
works and styles. (b)
PERCEPTION
The student
7.2.1 Uses age-appropriate music vocabulary to critique music (e.g.,
“The tempo is allegro in the A section.” “I hear a crescendo
before the cymbal crash.”) M4 (3-4) -2a
•••• Record in journals
7.2.2 Uses appropriate music vocabulary to identify aesthetic qualities
in music and explain personal preferences for a specific musical
composition (e.g., “When the tempo speeds up, it makes me feel
nervous”.) M4 (3-4) -2b
7.2.3 Comprehends the criteria for evaluating musical performances
(ensemble, solo, or self) that includes:
• Dynamics – loudness or softness of the music
• Pitch – signing notes correctly
• Presentation – proper stage presence to include uniform
dress • Rhythm – patterns of long and short sounds
7.2.4 Begins to know the elements of music:
• beat
• dynamics
• form
• harmony
• melody
• pitch
• rhythm
• tempo
• timbre/tone
7.2.5 Identifies different genres of music, e.g. Jazz, Rock, Classical, Pop,
Opera, Country and uses music terminology to express what they
like or dislike about the different genres of music.
7.2.6 Recognizes high-quality vs. low quality musical performances,
compositions, and arrangements.
• www.itunes.com
• www.youtube.com
TEACHER NOTES
See instructional
strategies in the
introduction and
personalize for this
standard
RESOURCE NOTES
See resources in the introduction and
personalize for this standard
Web sites
• www.itunes.com • www.youtube.com
REQUIRED COMMON
ASSESSMENTS
• Formative and
Summative
Assessments (art
work)
• Assessment Targets
See suggested
assessments in the
introduction and
personalize for this
standard
MIDDLETOWN PUBLIC SCHOOLS GENERAL MUSIC CURRICULUM GRADES 3 - 4 Curriculum Writers: Emma Hookway and Claire Johnson
2/13/2013 Middletown Public Schools 32
MUSIC
STANDARDS
MUSIC /BENCHMARKS
INSTRUCTIONAL
STRATEGIES
RESOURCES ASSESSMENT
EVIDENCE
7.2.7 Choses criteria for musical evaluation e.g.
• appropriateness of specific style
• elements of music
• repertoire
7.2.8 ASSESSMENT TARGET
• Describes the use of musical elements, musical form, and
instrumentation using supporting illustrations, charts, or
visuals. (Responses incorporate appropriate musical
terminology by grade 4.) GSE Assessment Target #4.1
8. Understands
relationships between
music, the other arts,
and disciplines outside
the arts.
8.1 Identify similarities
and differences in the
common terms used in
various arts. (a))
INTEGRATION
The student
8.1.1 Integrates several arts disciplines (dance, music, theatre, or the
visual arts) to communicate meaning or thematic content., e.g.
M2 (3-4)-2a
• meter/note value to math
• lyric content to ELA
• cultural music to geographical origins
8.1.2 Identifies genres and time periods and compares with the visual
arts, theater and dance (e.g. impressionism).
• Musicals
• www.itunesu.com (history)
8.1.3 Describes how musical artistic, and theatrical styles reflect the
sign of the times e.g.
• Aura Lee and the Charleston
• Cape Cod Shantey and Blow the Wind Southerly with
Winslow Homer
• Monet with Mussorgsky
• The Nutcracker Suite, Tchaikovski (grade 4)
8.1.4 Classifies musical, theatrical and artistic styles to appropriate
time periods.
8.1.5 Designs a drawing representative of the music.
TEACHER NOTES
See instructional
strategies in the
introduction and
personalize for this
standard
RESOURCE NOTES
See resources in the introduction and
personalize for this standard
Web sites
• www.itunes.com
•
STANDARDIZED AND
REQUIRED
• Formative
Assessments
• Assessment Targets
Anecdotal record
effort, attendance,
behavior
Conferencing
Journals
Playing test- live
using performance
rubric/checklist
Peer assessment–
performance
rubric/checklist
Performance
(choral/recorder)
Rubrics/checklists
(performance)
Self-assessment using
MIDDLETOWN PUBLIC SCHOOLS GENERAL MUSIC CURRICULUM GRADES 3 - 4 Curriculum Writers: Emma Hookway and Claire Johnson
2/13/2013 Middletown Public Schools 33
MUSIC
STANDARDS
MUSIC /BENCHMARKS
INSTRUCTIONAL
STRATEGIES
RESOURCES ASSESSMENT
EVIDENCE
8.1.6 Creates a dance representative of the time and music.
• Musical theater
8.1.7 ASSESSMENT TARGET
• Works together to present a class or school play integrating
dance, music, and art to tell a story or commemorate an
event. GSE Assessment Target #2.2
performance
rubric/checklist
Written – ELA Common
Core
• Opinion
• Informational
8. Understands
relationships between
music, the other arts,
and disciplines outside
the arts.
8.2 Identify ways in
which principles
and subject
matter of other
disciplines taught
in the school are
interrelated with
those of music.
(b)
INTEGRATION
The student
8.2.1 Integrates several arts disciplines (dance, music, theatre, or the
visual arts) to communicate meaning or thematic content., e.g.
M2 (3-4)-2a
• meter/note value to math
• lyric content to ELA
• cultural music to geographical origins
8.2.2 Identifies simple musical forms e.g., AABB, rondo
•••• AABA
•••• AABB
•••• rondo M4 (3-4) 1b
8.2.3 Identifies subject matter (American history, science) and the
relation to music.
8.2.4 Recognizes how music plays a role in the other subjects and vice
versa, e.g.
• math -music time signatures, fractions
• science - acoustics, vibrations.
• ELA lyrics inked to poetry
• music culture/social medium
8.2.5 Identifies how music plays a role historically and culturally, e.g.
• social studies- patriotic songs, anthems, religious and folk
songs).
• Musical theater
TEACHER NOTES
See instructional
strategies in the
introduction and
personalize for this
standard
RESOURCE NOTES
See resources in the introduction and
personalize for this standard
Web sites
REQUIRED COMMON
ASSESSMENTS
• Formative and
Summative
Assessments (art
work)
• Assessment Targets
See suggested
assessments in the
introduction and
personalize for this
standard
MIDDLETOWN PUBLIC SCHOOLS GENERAL MUSIC CURRICULUM GRADES 3 - 4 Curriculum Writers: Emma Hookway and Claire Johnson
2/13/2013 Middletown Public Schools 34
MUSIC
STANDARDS
MUSIC /BENCHMARKS
INSTRUCTIONAL
STRATEGIES
RESOURCES ASSESSMENT
EVIDENCE
8.2.6 Analyzes how music plays a part in other disciplines:
• culturally
• historically
• scientifically
8.2.7 Concludes the importance of the arts and academics.
8.2.8 ASSESSMENT TARGETS
• Works together to present a class or school play integrating
dance, music, and art to tell a story or commemorate an
event. GSE Assessment Target #2.2
• Describes the use of musical elements, musical form, and
instrumentation using supporting illustrations, charts, or
visuals. (Responses incorporate appropriate musical
terminology by grade 4.). GSE Assessment Target #4.1
9. Understanding music in
relation to history and
culture.
9.1 Identify by genre or
style aural examples of
music from various
historical periods and
cultures. ( a)
CONTEXT
The student
9.1.1 Uses the terminology of music in discussing individual
preferences for specific music from diverse cultures.. M2 (3-4)-1a
• records in journal
9.1.2 Analyzes how music plays a part historically and culturally in our
world.
9.1.3 Listens to musical examples from various time periods and
relate it to its historical era.
9.1.4 Listens to music from different cultures and relate it to its
cultural origins.
9.1.5 Applies music by genre or style when presented aurally to various
historical periods
• American history songs from the revolution, Civil War,
slavery, George M. Cohan, rock n’ roll, patriotic songs etc.)
• Western songs and explorers (Westward travel “Old
West”, “Clementine” I’ve been working on the Railroad”
TEACHER NOTES
See instructional
strategies in the
introduction and
personalize for this
standard
RESOURCE NOTES
See resources in the introduction and
personalize for this standard
Web sites
STANDARDIZED AND
REQUIRED
• Formative
Assessments
• Assessment Targets
Anecdotal record
effort, attendance,
behavior
Conferencing
Journals
Playing test- live
using performance
rubric/checklist
Peer assessment–
performance
rubric/checklist
MIDDLETOWN PUBLIC SCHOOLS GENERAL MUSIC CURRICULUM GRADES 3 - 4 Curriculum Writers: Emma Hookway and Claire Johnson
2/13/2013 Middletown Public Schools 35
MUSIC
STANDARDS
MUSIC /BENCHMARKS
INSTRUCTIONAL
STRATEGIES
RESOURCES ASSESSMENT
EVIDENCE
Aaron Copland.
9.1.6 ASSESSMENT TARGET
• Recognizes and describes music and celebrations of
different cultures (e.g., cultures represented in the school
population, everyday life, cultures studied). GSE
Assessment Target #2.1
Performance
(choral/recorder)
Rubrics/checklists
(performance)
Self-assessment using
performance
rubric/checklist
Written – ELA Common
Core
• Opinion
• Informational
9. Understanding
music in relation
to history and
culture
9.2 Describe in
simple terms how
elements of
music are used in
music examples
from various
cultures of the
world. (b)
CONTEXT
The student
9.2.1 Uses the terminology of music in discussing individual
preferences for specific music from diverse cultures. M2(3-4)1a
9.2.2 Identifies the use of music in various cultures and time periods
through discussion about the cultures represented in the school
population and beyond. M2(3-4)1b
• records in journals
9.2.3 Begins to recognize elements of music.
• beat
• dynamics
• form
• harmony
• melody
• pitch
• rhythm
• tempo
• timbre/tone
TEACHER NOTES
See instructional
strategies in the
introduction and
personalize for this
standard
RESOURCE NOTES
See resources in the introduction and
personalize for this standard
Web sites
•
REQUIRED COMMON
ASSESSMENTS
• Formative and
Summative
Assessments (art
work)
• Assessment Targets
See suggested
assessments in the
introduction and
personalize for this
standard
MIDDLETOWN PUBLIC SCHOOLS GENERAL MUSIC CURRICULUM GRADES 3 - 4 Curriculum Writers: Emma Hookway and Claire Johnson
2/13/2013 Middletown Public Schools 36
MUSIC
STANDARDS
MUSIC /BENCHMARKS
INSTRUCTIONAL
STRATEGIES
RESOURCES ASSESSMENT
EVIDENCE
9.2.4 Describes different ways the elements of music are used in music
from different cultures.
9.2.5 Explores the cultural and historical origin of music through its
distinguishing characteristics.
• rhythm
• meter
• key (major/minor, atonal, pentatonic)
• orchestration
.
9.2.6 ASSESSMENT TARGET
• Recognizes and describes music and celebrations of
different cultures (e.g., cultures represented in the school
population, everyday life, cultures studied). GSE
Assessment Target #2.1
9. Understanding music in
relation to history and
culture
9.3 Identify various uses
of music in their daily
experiences and
describe characteristics
that make certain music
suitable for each use. ( c)
CONTEXT
The student
9.3.1 Identifies the use of music in various cultures and time periods
through discussion about the cultures represented in the school
population and beyond, e.g. M2(3-6 )-1b
• Social, religious and celebratory functions of music from a
variety of cultures
o folk songs/dances
o traditional music/dances
9.3.2 Integrates several arts disciplines (dance, music, theatre, or the
visual arts) to communicate meaning or thematic content. M2 (3-
4)-2a
9.3.2 Recognizes various uses of music in their daily experiences e.g.
radio, TV, video games, movies, CD, MP3, ipod
9.3.3 Identifies music characteristics (rally, relaxing, mood, dancing) that
are used in their daily experiences.
9.3.4 Classifies certain characteristics that make music in daily
experiences suitable for each use.
TEACHER NOTES
See instructional
strategies in the
introduction and
personalize for this
standard
RESOURCE NOTES
See resources in the introduction and
personalize for this standard
Web sites
•
REQUIRED COMMON
ASSESSMENTS
• Formative and
Summative
Assessments (art
work)
• Assessment Targets
See suggested
assessments in the
introduction and
personalize for this
standard
MIDDLETOWN PUBLIC SCHOOLS GENERAL MUSIC CURRICULUM GRADES 3 - 4 Curriculum Writers: Emma Hookway and Claire Johnson
2/13/2013 Middletown Public Schools 37
MUSIC
STANDARDS
MUSIC /BENCHMARKS
INSTRUCTIONAL
STRATEGIES
RESOURCES ASSESSMENT
EVIDENCE
9.3.5 Selects music appropriate for daily activities.
9.3.6 Discusses why or why not certain music is used for different
activities.
9.3.7 ASSESSMENT TARGET
• Recognizes and describes music and celebrations of
different cultures (e.g., cultures represented in the school
population, everyday life, cultures studied). GSE
Assessment Target #2.1
9. Understand music in
relation to history and
culture MENC
9.4 Identify and
describe roles of
musicians in
various music
settings and
cultures. (d)
The student
9.4.1 Identifies the use of music in various cultures and time periods
through discussion about the cultures represented in the school
population and beyond. M2 (3-4)-1b
9.4.2 Listens and observes musicians perform from the community.
9.4.3 Examines the role of musicians in different counties and cultures
throughout the world.
9.4.4 Works with “Artist in Residence,” e.g.
• Aubrey Atwater/Donnelly Trio
• Navy Band
• Rhode Island Philharmonic Music School Programs
• Rhode Island State Council on the Arts
9.4.5 ASSESSMENT TARGET
• Recognizes and describes music and celebrations of
different cultures (e.g., cultures represented in the school
population, everyday life, cultures studied). GSE
Assessment Target #2.1
TEACHER NOTES
See instructional
strategies in the
introduction and
personalize for this
standard
RESOURCE NOTES
See resources in the introduction and
personalize for this standard
Web sites
•
REQUIRED COMMON
ASSESSMENTS
• Formative and
Summative
Assessments (art
work)
• Assessment Targets
See suggested
assessments in the
introduction and
personalize for this
standard
9. Understand
music in relation to
history and culture
MENC
9.5 Demonstrate
The student
9.5.1. Identifies the use of music in various cultures and time periods
through discussion about the cultures represented in the school
population and beyond. M2 (3-4)-1b
MIDDLETOWN PUBLIC SCHOOLS GENERAL MUSIC CURRICULUM GRADES 3 - 4 Curriculum Writers: Emma Hookway and Claire Johnson
2/13/2013 Middletown Public Schools 38
MUSIC
STANDARDS
MUSIC /BENCHMARKS
INSTRUCTIONAL
STRATEGIES
RESOURCES ASSESSMENT
EVIDENCE
audience
behavior
appropriate for
the context and
style of music
performed. (e)
9.5.2 Understands the proper audience etiquette for attending:
• assemblies
• town meetings
• concerts
• plays
• musical
9.5.3 Models and practices proper audience etiquette throughout
the school year.
9.5.4 ASSESSMENT TARGET
• Recognizes and describes music and celebrations of
different cultures (e.g., cultures represented in the school
population, everyday life, cultures studied). GSE
Assessment Target #2.1