Course Description
The Music Department’s philosophy is based on
the belief that experiences with music are fundamental
to the education of children. Music has a powerful
ability to affect the hearts, minds, and souls of our
children. It gives children the opportunity to gain
self-esteem by learning new skills and talents. It
also gives children the sense of satisfaction that
comes from working with a group to perform and create
a piece of music with beauty and unity. Recent brain
research shows music can tremendously boost the efficiency
and performance of the brain. Music is a powerful purveyor
of culture, both American and other world cultures.
In today’s increasingly global society, knowledge
of other peoples and cultures, as well as our own past,
is a necessary part of a good education.
To further this purpose, the elementary music curriculum
gives children instruction in, and opportunities for,
singing, dancing, playing many types of instruments,
reading music notation, performing drama pieces, creating
their own music, and learning from the performances
of professional and other musicians. The music and
activities are chosen to teach the rich history and
culture of our own country and also of countries around
the world. By fully participating in the elementary
music curriculum, children will feel the joy and satisfaction
that comes from discovering new talents, performing
in programs, and expanding their cultural horizons.
It is the District's philosophy that General Music
should be offered to every elementary student, K-6,
for a minimum of 60 minutes per week.
Adopted Materials
Title: Share the Music
Publisher: McGraw-Hill, 1996
Boise Music Curriculum Teachers Resource Guide - Fourth
Grade
Copyright
Resources
Course Scope
| Unit 1 |
Singing |
Ongoing |
| Unit 2 |
Rhythm and Theory |
Ongoing |
| Unit 3 |
Movement |
Ongoing |
| Unit 4 |
Instruments |
Ongoing |
| Unit 5 |
Form |
Ongoing |
| Unit 6 |
History and Culture |
Ongoing |
| Unit 7 |
Listening |
Ongoing |
| Unit 8 |
Integrating the Arts |
Ongoing |
Download this curriculum as a pdf
file
Assessment
Correlation acronyms key
2005: Information in bold indicates new grade-level material
|
Instructional Objective
410.01 The students will be able to meet the
following singing objectives: |
Standard Reference
N-1a, b, c, d, e
902.01a,
902.01a, 904.01a,
904.03a, 906.01a,
906.01a, 906.02a, 906.03, 906.03a |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Demonstrate difference between singing, speaking
and whispering voice |
1. "Share the Music" Teacher’s Editions
2. Boise Music Curriculum "Teacher’s Resource Guide"
|
TMA, TO |
|
02 |
Demonstrate the ability to sing in head tone
with proper breathing, intonation, posture,
diction, and responding to the cues of a conductor |
TMA, TO |
|
03 |
Identify and perform songs with stepwise and
skipping movement |
TMA, TO |
|
04 |
Perform 3-part rounds, countermelodies, partner
songs, call/response, and ostinati |
TMA, TO |
|
05 |
Sing tunefully within a range of B to
E2 |
TMA, TO |
|
06 |
Read and sing Do, Re, Mi, Fa,
So, La, Do1, low
So and low Do with hand signs, alone and with
others |
TMA, TO |
|
07 |
Read from staff and sing extended repertoire,
alone and with others. Include songs
from Idaho history. |
TMA, TO |
|
08 |
Sing expressively, continuing use of loud/soft,
crescendo, decrescendo, accelerando and ritard |
TMA, TO |
|
Instructional Objective
410.02: The students will be able to meet
the following objectives in rhythm and theory: |
Standard Reference
N-2a,b,c,d,e,f; 3:b,c,d; 5:a,b,c,d; 6c,e
904.01a, 904.01a, 906.01a,
906.01a, 906.01a, 906.02a, 906.02a, 906.03a |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Demonstrate the ability to match the steady
beat of a piece of music at different tempos |
1. "Share the Music" Teacher’s Editions
2. Boise Music Curriculum "Teacher’s Resource Guide" |
TMA, TO |
|
02 |
Demonstrate the ability to speak and play rhythmic
word patterns, i.e. ostinato word patterns and contrasting
word patterns, i.e. speech pieces. |
TMA, TO |
|
03 |
Explain, notate and perform 2/4, 3/4 and 4/4
meters, emphasizing patterns of strong/weak.
Label meter signatures. |
TMA, TO |
|
04 |
Read, notate and perform quarter note, half
note, two eighth notes, whole note, single eighth
note, dotted quarter note, dotted half note, sixteenth
notes (in groups of 4) and corresponding rests, using
a syllabic system (i.e. ta, ti-ti). Introduction
of numeric counting is optional. |
TMA, TO |
|
05 |
Name and notate: staff, lines, spaces, note
heads, note stems, treble clef, bar lines, measure,
ledger line (middle C), double bar line, repeat
sign, time signature, fermata,
1st and 2nd endings, fine. |
TMA, TO |
|
06 |
Label and perform syncopation (eighth/quarter) |
TMA, TO |
|
07 |
Read, notate, and perform So, Mi, La, Do, Re,
low So, low La, adding Fa and high Do on
the staff in the key of C, F, and G. |
TMA, TO |
|
08 |
Read and notate melodies that move in steps
and skips, using the musical alphabet. |
TMA, TO |
|
09 |
Read and notate absolute pitch
names. |
TMA, TO |
|
10 |
Introduce function of sharps and flats. |
TMA, TO |
|
11 |
Respond to and describe musical controls using
the appropriate symbols and terminology: decrescendo,
crescendo, forte, piano, mezzo, ritard, accelerando,
andante, allegro, moderato, accent, staccato,
legato, adagio, largo, presto |
TMA, TO |
|
Instructional Objective
410.03 The students will be able to meet the
following objectives through movement |
Standard Reference
N-6a,b,e
902.01a, 902.02a, 904.01a, 906.01a |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Move to a steady beat, with locomotor and non-locomotor
movement |
1. "Share the Music" Teacher’s Editions
2. Boise Music Curriculum "Teacher’s Resource Guide" |
|
|
02 |
Perform movement to a song. Add manipulatives
and props as appropriate. |
TMA, TO |
|
03 |
Body percussion as a response to musical
elements, i.e. dynamics, rhythms, tempo, etc. |
TMA, TO |
|
04 |
Create structured movement to specific
musical examples, i.e. Native American dances,
etc. |
TMA, TO |
|
05 |
Perform dances of varying origins and
formations. |
|
|
Instructional Objective
410.04 The students will be able to meet the
following objectives while playing instruments. |
Standard Reference
N-2a,b,c,d,e,f; 3a,b,c,d; 4a,b,c; 5a,b,c,d
904.01a, 906.01a,
906.02a, 906.03a |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Make and perform appropriate instrument choices
to represent characters, words, colors, moods,
etc. from classroom instruments. Create
layers of timbres. |
1. "Share the Music" Teacher’s Editions
2. Boise Music Curriculum "Teacher’s Resource Guide" |
TMA, TO |
|
02 |
Read and play short melodic and rhythmic patterns. Create
layers of rhythmic and melodic patterns as
accompaniments, focusing on keeping individual
part. Employ question/answer techniques. |
TMA, TO |
|
03 |
Play unpitched and pitchedinstruments as accompaniments,
alone and with others, using correct
posture and mallet technique, including
bordun (hands together), broken bordun (hands
take turns), and cross-over borduns. Employ ostinatos,
introductions, and codas. |
TMA, TO |
|
04 |
Correctly name and properly play each instrument
used in class. |
TMA, TO |
|
05 |
Play recorders using proper breath control,
posture, embouchure, finger position, tonguing,
and tone. Employ rhythmic and melodic concepts
presented according to grade level, including
absolute pitch names. |
|
|
Instructional Objective
410.05 The students will be able to meet the
following objectives in analyzing form. |
Standard Reference
N-5c; 6a,e
904.01a, 906.01a |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Identify and perform musical phrases
in vocal and instrumental work |
1. "Share the Music" Teacher’s Editions
2. Boise Music Curriculum "Teacher’s Resource Guide" |
TMA, TO |
|
02 |
Perform and aurally identify AB,
ABA form, rondo, question/answer, 1st & 2nd endings |
TMA, TO |
|
Instructional Objective
410.06 The students will be able to meet the
following Humanities objectives. |
Standard Reference
N-6d; 9a,b,c,d,e
902.01a, 902.02a, 904.01a,
904.02a, 904.03a |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Sing, play, listen and move to music of varied
cultures. |
1. "Share the Music" Teacher’s Editions
2. Boise Music Curriculum "Teacher’s Resource Guide"
|
TMA, TO |
|
02 |
Sing and play traditional folk songs and games
of America. |
TMA, TO |
|
03 |
Sing expanded repertoire of traditional patriotic
and holiday songs. Include Idaho, Native
American, and Westward expansion songs. Include
relevant games and dances. |
TMA, TO |
|
04 |
Explore and listen to music of composers
from different style periods. |
|
|
Instructional Objective
410.07 The students will be able to meet the
following listening objectives. |
Standard Reference
N-6b,c,d,e; 9e
902.01a, 904.01a,
904.02a, 904.03a, 906.01a,
906.03a |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Identify aurally and visually an expanded
number of specific orchestral instruments
within family groups. Include folk
and electric instruments. Compare and contrast
how different instruments produce sound. |
1. "Share the Music" Teacher’s Editions
2. Boise Music Curriculum "Teacher’s Resource Guide""
|
TMA, TO |
|
02 |
Respond to and distinguish between various styles
of orchestral and vocalmusic through movement,
manipulation of props, story-telling, and dramatization. |
TMA, TO |
|
03 |
Aurally distinguish between large and
small instrumental and vocal ensembles (i.e.
chamber vs. full). |
TMA, TO |
|
04 |
Demonstrate appropriate concert etiquette (i.e.
when to clap, etc.). |
TMA, TO |
|
Instructional Objective
410.08 The students will be able to integrate
other art forms in the music classroom. |
Standard Reference
N-8a,b
904.03a |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Dramatize simple songs and stories from childrens’ literature. |
1. "Share the Music" Teacher’s Editions
2. Boise Music Curriculum "Teacher’s Resource Guide" |
|
|
02 |
Express the feelings and style of music with
movement, using appropriate props and manipulatives. |
|
|
03 |
Create original works of art inspired by listening
examples. |
|
|
04 |
Compare textures of musical examples to visual
art. |
|
|
05 |
Compare phrase and form of musical examples
to line and shape of visual art |
|
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