• Fourth Grade Goals for Music

    I can hear the difference between soprano and alto voices.

    I can catagorize and explain a variety of musical sounds, including those of woodwind, brass, string, percussion, keyboard and electronic instruments and instruments of various cultures.

    I can use and describe known music symbols and terminology referring to rhythm, melody, timbre, form, tempo, dynamics, including crescendo and decrescendo, and articulation, including staccato and legato, to explain musical sounds presented aurally.

    I can identify and label small and large musical forms, such as, abac, AB, ABA and rondo aurally in simple songs and larger works.

    I can read, improvise,  write and reproduce rhythmic patterns using standard notation, including separated eighth notes, eighth-and sixteenth note combinations, dotted half note and previously learned note values in 2/4, 3/4 and 4/4 meters.

    I can read, write and reproduce extended pentatonic meloic patterns using standard staff notation.

    I can read pitch names on the treble clef staff.

    I can sing and play classroom instruments with accurate intonation and rhythm independently or in groups.

    I can move alone or with others to a varied repertoire of music using gross motor, fine motor, locomotor, and non-locomotor skills and integrated movement such as hands and feet moving together.

    I can perform simple folk dances.

    I can accompany a song by singing a melodic ostinato while others sing a different ostinato.

    I can sing and play a song that uses crescendo, descrescendo, staccato and legato.

    I can create melodic phrases through improvisation or composition using previously learned phrases including high Do.

    I can create and notate a melodic ostinato using known rhythms and So-La, Do-Re-Mi, So-La and Do.

    I can work with a group to create and perform a multi-part accompaniment to a song I know using bordun, rhythmic ostinato, and melodic ostinato.

    I can perform a varied repertoire of songs, movement, and musical games representative of diverse cultures such as historical folk songs of Texas and Hispanic and American Indian cultures in Texas.

    I can identify and describe music from diverse genres, styles, periods and cultures.

    I can translate dotted half note patterns in 2/4 and 4/4 meter.

    I can describe specific musical events in aural examples, such as changes in timbre, form, tempo, dynamics, or articulation using appropriate vocabulary.

    I can respond verbally and through movement to short musical examples.

    I can justify personal preferences for specific music works and styles using music vocabulary.

    I can relate to music to other school disciplines.

    I can exhibit audience etiquett during live and recorded performances.