Rhythmic Literacy - Fall
Anchor
Standard: Students
become rhythmically literate. Students
are able to perform, creatively use, and communicate rhythmic elements.
Essential
Question: How
are rhythm and meter created and communicated?
Enduring
Understandings
Rhythm is the duration of sound. Steady beat is the foundation for rhythmic
learning and exploration. Rhythm and
beat can be organized into groups called meter.
Know
4.R.Ka. Review rhythmic notes and values from 1st
-3rd grade
4.R.K.b. Identify and understand the value for sixteenth
notes
4.R.K.c. Recognize and understand the meter
signatures of 2/4, ¾, and 4/4
Perform
4.R.P.a. Play/sing/move to songs that contain
sixteenth notes
4.R.P.b. Read from notation songs that contain sixteenth
noted
4.R.P.c. Take from dictation 4 beat patterns that
contains notes learned in 1st-4th grades (CFA)
4.R.P.d. Use numbers to count note values in 2/3, ¾,
and 4/4 meter (CFA)
Create
4.R.C.a. Improvise
rhythms to accompany a chant or song
4.R.C.b. Create
a rhythmic composition of 4 measures.
Share compositions with peers for performance and evaluation
opportunities
Respond/Connect
4.R.R.a.
Listen and respond to the steady beat and rhythmic patterns in the works
of famous composers.
4.R.R.b. Discuss how rhythm is present in other
content areas such as reading or sports
Melodic Literacy - Winter
Anchor
Standard: Students
become melodically literate. Students can
perform, creatively use, and communicate melodic and harmonic elements.
Essential
Question: How
are melody and harmony created and communicated?
Enduring
Understandings
Music is organized sound. Melody is organized pitch. Melody is also organized by direction and
duration. Harmony is created when two or
more sounds are produced together.
Know
4.M.K.a Experience hand signs for the major scale
focusing on the penta scale, do,re,mi,so,la
4.M.K.b. Identify and notate the pitches for the
treble clef including D and C below the staff
4.M.K.c. Identify steps and skips and repeated notes
as well as their direction on the staff
Perform
4.M.P.a. Sing and play a variety of songs that
contain combinations of do-re-mi-so-la (CFA)
4.M.P.b. Read and decode do,re,mi, so, la patterns
from the staff, but also using pitch names
4.M.P.c. Take dictation (traditional or
non-traditional notation) using combinations of do, re, mi, so, la
4M.P.d. Sing and play a variety of rounds and
partner songs
4.M.P.e. Accompany songs with classroom instruments
both pitched and unpitched
Create
4.M.C.a. Improvise
using a combination of do, re, mi, so, and la vocally or on pitched instruments
4.M.C.b. Individually or as a class compose/play a
song using a combination of the penta scale while encouraging pitch
identification
4M.C.c. Use instruments to create new textures for a
song and justify choices
Respond/Connect
4.M.R.a. Sing songs from a variety of cultures and
for varied seasons
4.M.R.b. Respond to music in relationship to history
and culture
4.M.R.c. Listen and identify melodic patterns that
use the penta scale do, re, mi, so, la (CFA)
