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James Graves
Grade Four Curriculum Map
Teacher: James Graves
Grade: 4/Music School: Dover Avenue Elementary School
September October
Essential
Questions How can instruments be played musically in an ensemble?
How is a canon performed both vocally and instrumentally?
How is music analyzed and understood?
How does a composer craft a piece with structure and musicality?
How can improvisation convey emotion?
What is the relationship between improvisation and other disciplines?
Content Instrument Families
Canon/round
Improvisation
Ostinato
Ohio Music
Standards 4.1CE Classify instruments by the four families of the orchestra.
4.3CE Listen, identify and respond to music of different composers and world cultures
4.1PR Sing a varied repertoire with accurate rhythm and pitch and expressive qualities
individually and with others
4.3PR Play a variety of classroom instruments with proper technique
4.3CE Listen, identify and respond to music of different composers and world cultures
4.4CE Discuss the lives and times of composers from various historical periods
4.5PR Improvise and compose short compositions using a variety of classroom
instruments and sound sources
4.5RE Interpret a selected musical work using dance, drama, or visual art
Assessments Rhythmic notation pre-assessment
Create a Musical Sentence open-ended composition
Handel composer project
Instrument family quiz
Hot Cross Buns group performance
Rhythmic exit slips (index cards)
Student work portfolio
Reflection journals
Partner performanceIts Raining
Quiz on Recorder
Oral questioningImprovisation
Recorder composition performance
Old Tom White group performance
One minute essayOstinato
Student work portfolio
Reflection journals
Activities Name GameGroup project
Movement notation gameThe Staff Has Five
ListenOrff instrument performance
Sagidi Sagidi SapopoStudent led canon exercise
Rhythmic explorationI Want To Rise
Shake the Papaya DownSyncopation demonstration
Hot Cross BunsGroup performance
Recorder performance songs
Oh It Aint Gonna RainOstinato movement exploration
Bubble Gum, Bubble GumOrff instrument performance
Syncopation composition--Get Up, Get Up
Q & A Improvisation--Old Joe Clarke
Get Downclass performance of ostinato
Recorder and orff instrument pieceOld Tom White
Only in OctoberMelodic contour canon
Mirroring with PartnersStudent led improvisation
VideoThe Life of J.S. Bach
Resources/
Technology SmartBoardVisual slides
Audio recordingsGiachino Antonio Handel
Orff instrumentsXylophones, metallophones, glockenspiels
Triangle
Cabasa
Guitar
Piano
SmartBoardVisual slides
Audio recordingsJohann Sebastian Bach, Rhythmically Moving CD Series
Video recordingsThe Life of J.S. Bach
Orff instruments
Recorders
Finger cymbals
Teacher: James Graves
Grade: 4/Music School: Dover Avenue Elementary School
November December
Essential
Questions How does form affect music?
What is the relationship between music and other disciplines?
What is heard or observed in music/performance?
What criteria can be used to evaluate a performance or composition?
Content Form
Musical notation
Tempo
Musical performances
Ohio Music
Standards 4.3CE Listen, identify and respond to music of different composers and world cultures
4.5CE Identify and respond to basic music forms (e.g., AABA and rondo)
4.4PR Sing, move and respond to music from world cultures and different composers
4.3RE Explain classification of musical instruments, voices, composers and forms using
appropriate music vocabulary
4.3CE Listen, identify and respond to music of different composers and world cultures
4.2PR Use the head voice to produce a light, clear sound employing breath support and
maintaining appropriate posture
4.8PR Demonstrate appropriate audience etiquette at live performances
4.1RE Explain how the elements and subject matter of music connect with disciplines
outside the arts
4.6RE Use constructive feedback to improve and refine musical performance and response
Assessments Note identification pre-assessment
Misconception checkForm assessment
French Song reflection paper prompt
Form Visual Concept Map
Treble Clef/Bass Clef Note quiz
The Blacksmith six-part ensemble performance
Student work portfolio
Reflection journals
Clef flash card pre-assessment
Instrument performance piece
Analogy promptTempo
Individual reflection videoNutcracker Ballet
HOLIDAYS! group composition project
Winter Concert constructed response
Student work portfolio
Reflection journals
Activities French SongGuest soloist and vocal performance
Orff instrument piece--The Blacksmith (Rondo Form)
Over the River and Through the WoodsQ & A improvisation with AABA Form
No One in the HouseABA form song and dance
Partner improvisation gameGavotte
Do It Well!AB Form rhythmic composition
Veterans Day PerformancePatriotic songs
Student led danceShadowing
One on One flash card game
Little TrainTempo performance piece
Sleigh Ride active listening activity
Tchaikovsky Nutcracker Ballet field trip
Zemer AtikIsraeli dance performance
HOLIDAYS! group composition project
Orff instrument pieceChristmas Bells
Jump! Partner improvisation dance
Winter Season ConcertTraditional songs for all Holidays
Resources/
Technology SmartBoardVisual slides
Audio recordingsLudwig van Beethoven, Rhythmically Moving CD Series
LaptopsReflection paper
Orff instruments
Temple Blocks
Conga Drum
Recorders
Hand drum
Piano
SmartBoardVisual slides
Audio recordingsPyotr Tchaikovsky, Leroy Anderson, Zemer Atik, Rhythmically Moving
CD Series
iPads
Video cameras
Orff instruments
Guitar
Hand drum
Sleigh bells
Tambourine
Teacher: James Graves
Grade: 4/Music School: Dover Avenue Elementary School
January February
Essential
Questions How does emotion affect music?
How does an individual contribute to an ensemble performance?
What are the essential elements in a musical composition?
How can multiple parts be identified in a performance?
Content Major/minor
Harmony
Time signatures
Ensemble composition
Ohio Music
Standards 4.3CE Listen, identify and respond to music of different composers and world cultures
4.6CE Identify elements of music using developmentally appropriate vocabulary
4.7CE Describe the roles of musicians in various settings
4.7PR Read, write and perform extended pentatonic melodies on the treble staff in G-do,
F-do and C-do using a system (e.g., solfege,
numbers or letters)
4.2RE Describe the connection between emotion and music in selected musical works
4.3CE Listen, identify and respond to music of different composers and world cultures
4.8CE Describe the use of technology and digital tools in music
4.6PR Read, write and perform using sixteenth through whole note values including
syncopated rhythms in 2/4, 3/4, and 4/4 meter
4.6RE Use constructive feedback to improve and refine musical performance and response
Assessments KWL ChartMajor/minor
Recorder piece performance
Major/minor analogy prompts
Creating Haiku group project
Self-assessment reflection on performance
Student work portfolio
Reflection journals
Learning/response logs
Partner time signature piece performanceNow Let Me Fly
Four cornersEnsemble structure
Follow the Drinking Gourd written composition (iPads)
Roses are RedTime signature group project
Evaluation presentation on iPad composition
Student work portfolio
Reflection journals
Activities Patty Cake SwitchCircle dance
Chipper Chopper JoeABA Orff composition
Partner two-part canonThis is a Piece for Drums
Follow the Drinking GourdRecorder folk song
Q&A Melodic improvisationWhoops!
Recorder Games
Snow DayMoving bourdun instrument piece
Creating Haiku Group Project
Conducting in 3 performance
Lullaby3/4 Recorder piece
Shadowing with PartnersSong composition
Orff instrument piecePossum Come A-Knockin
Musical Theater selection performances
A My Name IsMelodic and harmonic improvisation composition
Roses are Red Time Signature Group Project
Improvisation GamesQ & A on Recorder
Shadowing in Groupsdance interpretation
Four-part ensemble performanceQueen, Queen Caroline
Follow the Drinking Gourd orchestration composition
Now Let Me FlyPartner time signature piece
Resources/
Technology SmartBoardVisual slides
Audio recordingsMiriam Makeba, Rhythmically Moving CD Series
Orff instruments
Wind chimes
Recorders
Guiros
Kalimba
SmartBoardVisual slides
Audio recordingsScott Joplin, Broadway musicals, Rhythmically Moving CD Series
Orff instruments
iPads
Conga drum
Maracas
Wood block
Teacher: James Graves
Grade: 4/Music School: Dover Avenue Elementary School
March April
Essential
Questions How is music communicated?
How does dynamics convey mood in music?
How does music reflect as well as shape history and culture?
What characteristics of instruments (and the voice) produce varying timbres?
How are ensembles structured to produce melodic and harmonic voices?
How does an individual contribute to the whole?
Content Dynamics
Music scales
Rhythm
Timbre
Ohio Music
Standards 4.3CE Listen, identify and respond to music of different composers and world cultures
4.6CE Identify elements of music using developmentally appropriate vocabulary
4.7PR Read, write and perform extended pentatonic melodies on the treble staff in G-do,
F-do and C-do using a system (e.g., solfege,
numbers or letters)
4.5RE Interpret a selected musical work using dance, drama, or visual art
4.2CE Describe the way sound is produced by various instruments and the human voice
4.3CE Listen, identify and respond to music of different composers and world cultures
4.6PR Read, write and perform using sixteenth through whole note values including
syncopated rhythms in 2/4, 3/4, and 4/4 meter
4.3RE Explain classification of musical instruments, voices, composers and forms
using appropriate music vocabulary
Assessments Numbered heads togetherBunny Hop dynamics
Index card summariesscales
Composition piece
Culture of Music research project
Scales are a Breeze performance quiz
Student work portfolio
Reflection journals
Ensemble compositionLost My Gold Ring
Quick writetimbre of instruments
Oral questioning (probes)rhythm
Open-ended questions
Rhythm cardsinformal observation
Open-ended responsePeter and the Wolf
Student work portfolio
Reflection journals
Activities The Bridge of Athlonefolk song partner dance
Scales are a Breezestudent led performance
The Bunny Hopmovement exploration with dynamics
Yangtze Boat Songstudent led Q & A improvisation
Orff instrument composition pieceThere Will Be Weather
Doctor Bellensemble performance
Culture of Music research project
Lost My Gold RingRondo ensemble composition
Two-part partner danceBannielou Lambaol
There Will Be Weatherclass composition
Ostinato GameTriplet activity
Sally in the KitchenSolfege hand sign orchestration
Rhythm cards
Shout Little Lulustudent led improvisation
Peter and the WolfVideo
Resources/
Technology SmartBoardVisual slides
Audio recordingsTan Dun, Blarney Pilgrim, Rhythmically Moving CD Series
Laptops
Orff instrumentsXylophones, metallophones, glockenspiels
Wind chimes
Temple blocks
Gong
SmartBoardVisual slides
Audio recordingsSergei Prokofiev, Rhythmically Moving CD Series
VideoPeter and the Wolf (Prokofiev)
Orff instrumentsXylophones, metallophones, glockenspiels
Temple blocks
Cowbell
Tambourine
Cabasa
Teacher: James Graves
Grade: 4/Music
May
Essential
Questions Why and how do people create music?
To what purpose does music serve?
What does music tell us about people and cultures?
Content Chord progression
Musical elements
Ohio Music
Standards 4.3CE Listen, identify and respond to music of different composers and world cultures
4.6CE Identify elements of music using developmentally appropriate vocabulary
4.1RE Explain how the elements and subject matter of music connect with disciplines outside
the arts
4.5RE Interpret a selected musical work using dance, drama, or visual art
Assessments Socratic seminarDiscussion on musical elements
Think-pair-shareComposition exercises
iPad musical element composition
Informal observationCreative dance, Twelfth Street Rag, Ella Fitzgerald, Visualizing form
Musical elements written assessment
Question boardChord progression
Student portfolio
Reflection journals
Joaquin Rodrigostudent-led discussion
Activities Roll the ChariotOrff instrument chord progression piece
Musical element compositionThe Napping House (iPads)
Rock passing game
Sansa Kromapartner folk song
Notation Dictation Game
La Raspa creative dance
Musical elements written assessment
Visualizing formgroup project
Ella Fitzgeraldimprovisation performance
Twelfth Street Ragjazz song performance
Resources/
Technology SmartBoardVisual slides
Audio recordingsJoaquin Rodrigo, Ella Fitzgerald, Popular music recordings,
Rhythmically Moving CD Series
iPads
Video-recorder
Recorders
Symphony Pro notation software
Visualizing form cards
Orff instruments
Unpitched percussion
Grade Four Musical Elements Unit Plan
Teacher: James Graves
Grade: 4/Music School: Dover Avenue Elementary School
Day One: Roll the Chariot Day Two: Joaquin Rodrigo
Essential
Questions Why and how do people create music?
To what purpose does music serve?
How are ensembles structured to produce melodic and harmonic voices?
Why and how do people create music?
To what purpose does music serve?
What is the relationship between dance and music?
Content Musical Elements
Harmony
Form
Musical Elements
Dance
Rhythm
Ohio Music
Standards 4.1PR Sing a varied repertoire with accurate
rhythm and pitch and expressive qualities
individually and with others
4.5PR Improvise and compose short compositions using a variety of classroom
instruments and sound sources
4.7PR Read, write and perform extended pentatonic melodies on the treble staff in G-do,
F-do and C-do using a system (e.g., solfege,
numbers or letters)
4.3CE Listen, identify and respond to music of different composers and world cultures
4.4PR Sing, move and respond to music from world cultures and different composers
4.8PR Demonstrate appropriate audience etiquette at live performances.
4.5RE Interpret a selected musical work using dance, drama, or visual art
Assessments Informal observationRoll the Chariot
Exit slipsharmony
Question boardChord progression
Student work portfolio
Reflection journals
Student-led discussion of Concierto de Aranjuez
Rhythmic composition
La Raspainformal observation of dance performance
Index card summariesrhythms
Student work portfolio
Reflection journals
Activities Roll the Chariotstudents will compose and perform chord progression piece using I-V
orchestration on Orff instruments with
unpitched percussion accompaniment
Musical Form one-minute essaystudents will write one-minute essay on the form of Roll the
Chariot
Question boardChord progression
Exit slipsstudents will answer harmony questions as a check for understanding
Joaquin Rodrigostudents will analyze Rodrigos Concierto de Aranjuez in rhythmic
values in a student-led discussion
Rhythmic compositionstudents will composer short rhythmic example using
values from the discussion
La Raspastudents will interpret music in dance and perform for classmates
Index card summariesstudents will identify and analyze use of rhythmic values in
performance
Resources SmartBoardVisual slides
Orff instruments
Unpitched percussion instruments
SmartBoardVisual slides
Audio recordingsConcierto de Aranjuez by Joaquin Rodrigo, La Raspa from Rhythmically
Moving CD
Teacher:
James Graves
Grade: 4/Music School: Dover Avenue Elementary School
Day Three: The Napping House Day Four: Old Brass Wagon
Essential
Questions Why and how do people create music?
To what purpose does music serve?
How can multiple parts be identified in performance?
Why and how do people create music?
To what purpose does music serve?
How can melody be interpreted in dance?
Content Musical Elements
Ensemble composition
Musical Elements
Melody
Ohio Music
Standards 4.8CE Describe the use of technology and
digital tools in music.
4.5PR Improvise and compose short compositions using a variety of classroom
instruments and sound sources.
4.6PR Read, write and perform using sixteenth through whole note values including
syncopated rhythms in 2/4, 3/4, and 4/4 meter.
4.7PR Read, write and perform extended pentatonic melodies on the treble clef staff in
G-do, F-do, and C-do using a system (e.g.,
solfege, numbers, or letters)
4.6PR Read, write and perform using sixteenth through whole note values including
syncopated rhythms in 2/4, 3/4, and 4/4 meter.
4.7PR Read, write and perform extended pentatonic melodies on the treble clef staff in
G-do, F-do, and C-do using a system (e.g.,
solfege, numbers, or letters)
4.5RE Interpret a selected musical work using dance, drama, or visual art
4.6RE Use constructive feedback to improve and refine musical performance and response
Assessments Musical Elements CompositionThe Napping House
Four cornersensemble structure
Student work portfolio
Reflection journals
Informal observationNotation dictation game
Old Brass Wagondance and melodic composition
Quick-writereflection on video recording
Student work portfolio
Reflection journals
Activities The Napping Housestudents will demonstrate purpose of ensemble
instrumentation through the use of Orff
instruments and recorder on iPad composition
Four Cornersstudents will identify with the statement Ensemble structure is a necessity in
a musical composition followed by a
discussion on the purpose of musical structure
Notation dictation gamein teams, students will identify and demonstrate musical notes on
the treble and bass clef staves
Old Brass Wagonstudents will utilize rhythms and melodies from notation dictation
game to compose and perform dance and song
with recorders
Quick writestudents will reflect on performances of classmates and share
responses with class
Resources SmartBoardVisual slides
Orff instruments
Recorders
iPads with Symphony Pro notation software
SmartBoardVisual slides
Video-recorder
Recorders
Teacher: James Graves
Grade: 4/Music School: Dover Avenue Elementary School
Day Five: Musical Elements Written Assessment Day Six: Sansa Kroma
Essential
Questions Why and how do people create music?
To what purpose does music serve?
What are the essential elements in a musical composition?
Why and how do people create music?
To what purpose does music serve?
What characteristics of instruments (and the voice) produce varying timbres?
Content Musical Elements
Composition
Musical Elements
Timbre
Ohio Music
Standards 4.6CE Identify elements of music using
developmentally appropriate vocabulary
4.6PR Read, write and perform using sixteenth through whole note values including
syncopated rhythms in 2/4, 3/4, and 4/4 meter
4.7PR Read, write and perform extended pentatonic melodies on the treble clef staff in
G-do, F-do, and C-do using a system (e.g.,
solfege, numbers, or letters)
4.3CE Listen, identify and respond to music of different composers and world cultures
4.5PR Improvise and compose short compositions using a variety of classroom
instruments and sound sources
4.6PR Read, write and perform using sixteenth through whole note values including
syncopated rhythms in 2/4, 3/4, and 4/4 meter
4.7PR Read, write and perform extended pentatonic melodies on the treble clef staff in
G-do, F-do, and C-do using a system (e.g.,
solfege, numbers, or letters)
Assessments Musical Elements Written Assessment
Student work portfolio
Reflection journals
Rock passing gameinformal observation
Sansa Kromapartner folk song
Think-pair-shareComposition exercises
Student work portfolio
Reflection journals
Activities Musical Elements Written Assessmentstudents will demonstrate knowledge of
musical elements through fill-in-the blank,
short answer, multiple choice, and composition
exercises
Rock passing gamestudents will perform Sansa Kroma rock passing game as an
introduction to the melody
Sansa Kromastudents will demonstrate diverse timbres of instrumentation through
performance of Sansa Kroma partner folk
song on wood, metal, and skin instruments
Think-pair-sharestudents will utilize think-pair-share technique to discuss use of timbre
in Sansa Kroma folk song
Resources Musical Elements Written Assessment SmartBoardVisual slides
Orff instruments
Conga drums
Kalimba
Agog
Teacher: James Graves
Grade: 4/Music School: Dover Avenue Elementary School
Day Seven: Twelfth Street Rag Day Eight: Socratic Seminar
Essential
Questions Why and how do people create music?
To what purpose does music serve?
How does form affect music?
Why and how do people create music?
To what purpose does music serve?
What does music tell us about people and cultures?
Content Musical Elements
Form
Musical Elements
Popular Music
Ohio Music
Standards 4.5CE Identify and respond to basic music
forms (e.g., AABA and rondo)
4.1PR Sing a varied repertoire with accurate rhythm and pitch and expressive qualities
individually and with others
4.2PR Use the head voice to produce a light, clear sound employing breath support and
maintaining appropriate posture.
4.5PR Improvise and compose short compositions using a variety of classroom
instruments and sound sources
4.7CE Describe the roles of musicians in various music settings
4.1RE Explain how the elements and subject matter of music connect with disciplines
outside the arts
4.2RE Describe the connection between emotion and music in selected musical works
4.3RE Explain classification of musical instruments, voices, composers, and forms
using appropriate music vocabulary
Assessments Visualizing formgroup project
Twelfth Street Ragjazz song performance
One minute essayform
Student work portfolio
Reflection journals
Socratic seminarDiscussion on musical elements in popular music
Open-ended response
Student work portfolio
Reflection journals
Activities Visualizing formstudents will create visual representation of form using previously learned
song in music class
Ella Fitzgeraldstudents will listen to vocal scatting and will demonstrate technique through
individual improvisation
Twelfth Street Ragstudents will perform jazz song in Rondo form using scatting
improvisation techniques
One-minute essaystudents will summarize and analyze use of form in music in jazz
improvisation
Socratic seminarstudents will analyze and discuss the use and purpose of musical
elements in popular music performances
Open-ended responsestudents will write an open-ended essay in reply to opponents
argument in the Socratic seminar highlighting
misconceptions held by both their opponent
and themselves
Resources SmartBoardVisual slides
Audio RecordingsOne Night Samba by Ella Fitzgerald, Twelfth Street Rag from
Rhythmically Moving CD
Visualizing form cards
SmartBoardVisual slides
Audio recordingsSomebody That I Used To Know by Gotye, Just The Way You Are by
Bruno Mars, Moves Like Jagger by Maroon 5,
I Gotta Feeling by The Black Eyed Peas
Teacher: James Graves
Grade: 4/Music School: Dover Avenue Elementary School
Day Nine: Musical Elements Composition Day Ten: Musical Elements Performance
Essential
Questions Why and how do people create music?
To what purpose does music serve?
How is technology and music integrated in society?
Why and how do people create music?
To what purpose does music serve?
Content Musical Elements
Composition
Musical Elements
Performance
Ohio Music
Standards 4.8CE Describe the use of technology and
digital tools in music.
4.5PR Improvise and compose short compositions using a variety of classroom
instruments and sound sources.
4.6PR Read, write and perform using sixteenth through whole note values including
syncopated rhythms in 2/4, 3/4, and 4/4 meter.
4.7PR Read, write and perform extended pentatonic melodies on the treble clef staff in
G-do, F-do, and C-do using a system (e.g.,
solfege, numbers, or letters).
4.1PR Sing a varied repertoire with accurate rhythm and pitch and expressive qualities
individually and with others.
4.3PR Play a variety of classroom instruments with proper technique
4.5PR Improvise and compose short compositions using a variety of classroom
instruments and sound sources.
4.6PR Read, write and perform using sixteenth through whole note values including
syncopated rhythms in 2/4, 3/4, and 4/4 meter.
4.7PR Read, write and perform extended pentatonic melodies on the treble clef staff in
G-do, F-do, and C-do using a system (e.g.,
solfege, numbers, or letters).
4.8PR Demonstrate appropriate audience etiquette at live performances.
Assessments Informal assessment of student compositions
Technology and Music open-ended discussion
Student work portfolio
Reflection journals
Musical Elements Performance Assessment
Musical Elements Reflection
Student work portfolio
Reflection journals
Activities Musical Elements Compositionstudents will work on musical elements composition
Technology and Music Discussionstudents will reflect on use of technology and music in
society
Musical Elements Performancestudents will perform Musical Elements Compositions for
class
Musical Elements Reflectionstudents will write a one-page reflection analyzing the
composition and performance of another
group in class
Resources SmartBoardVisual slides
Musical Elements Composition Assessment
iPads with Symphony Pro notation software
Recorders
Orff instruments
iPads with Symphony Pro notation software
Video-recorder
Recorders
Orff instruments
Fourth Grade Elements of Music Assessment- Ohio Revised Music Standards:
*6CE Identify elements of music using developmentally appropriate vocabulary.
*6PR Read, write and perform using sixteenth through whole note values including syncopated rhythms in 2/4,
3/4, and 4/4 meter.
Fourth Grade Elements of Music Assessment (50 points)
Name: _________________________________ Date: _____________________
Class: _________________________________
PART I DYNAMICS/TIME SIGNATURES: (10 points) Choose the appropriate term from the
word bank to go with the description.
1. The music is at a medium loud volume _____________________
2. The music is at a medium soft volume _____________________
3. The music is at a soft volume _____________________
4. The music is at a loud volume _____________________
5. In the space provided, explain what each number of the time signatures mean.
4 =
4 =
3 =
4 =
2 =
4 =
PAGE 1
WORD BANK f
mp
p
mf
Name: _______________________________
PART II IDENTIFY ELEMENTS OF MUSIC: (10 points) Circle the letter of the correct answer
for each of the following definitions, terms, and symbols:
1. The main tune of a song is called the __________. a. tone b. harmony c. melody d. rhythm
2. The Treble clef is also known as the____________ .
a. B flat clef b. G clef c. F Clef d. C Clef
3. The overall structure or plan of a piece of music is called the __________.
a. melody b. form c. harmony d. rhythm
PAGE 2
Name: ____________________________
4. The curved lines that connect notes together to make a longer sound are called .
a. slurs b. ties c. fermatas d. rests
5. Dynamics refers to the of music.
a. speed b. volume c. pitch d. key
6. There will be a at the end of a piece of music.
a. double bar line
b. tenuto
c. staff
d. legato
7. A indicates the musicians are to hold a note until the
conductor stops them.
a. vibrato
b. stop sign
c. staccato
d. fermata
PAGE 3
Name: ________________________
8. Notes above or below the staff are called
a. ledger lines
b. octaves
c. crescendo lines
d. expansion lines
9. The space between two bar lines is a .
a. meter
b. measure
c. note
d. staff
10. The Bass clef is also known as the .
a. C clef
b. F clef
c. G clef
d. Db clef
PAGE 4
Name: __________________________
PART III PITCH: (10 points) Correctly label the following notes of
the Treble and Bass Clefs.
NOTE NAME: _____ _____ _____ _____ _____
NOTE NAME: _____ _____ _____ _____ _____
PAGE 5
Name: __________________________
PART IV RHYTHMIC COMPOSITION: (20 points) Create rhythm patterns in the measures
below using what you have learned about the elements of music. Each box needs to look
different. Use various rhythmic symbols and markings from the following:
q j h d
n m eq e j
w y M e
Q E H W
p mp mf f
PAGE 6
Name: __________________________
Class: _____________________________
Fourth Grade Musical Elements Assessment Grading Rubric
PART I DYNAMICS/TIME SIGNATURES: (10 points)
Fill in the blank 1 point per correct answer items 1-4 (4 points)
Define the time signature numbers 1 point per correct answer (6 points) Total: _______ / 10
PART II IDENTIFY ELEMENTS OF MUSIC: (10 points)
Multiple Choice 1 point per correct answer items 1-10 Total: ______ / 10
PART III PITCH: (10 points)
Labeling pitches shown on Treble and Bass Staves - 1 point per correct
answer in each blank Total: ______ / 10
PART IV RHYTHMIC COMPOSITION: (20 points)
Four beats in each measure of 4/4 (4 points) Total: _____ / 4
Rhythm notation drawn correctly (2 points per measure = 8 points) Total: _____ / 8
Different types of rhythms used
(2 points for each measure showing a different rhythm = 8 points) Total: _____ / 8
Overall Score: _______ / 50 = ________ %
Fourth Grade Elements of Music Composition Assessment- Ohio Revised Music Standards:
*8CE Describe the use of technology and digital tools in music. *1PR Sing a varied repertoire with accurate rhythm and pitch and expressive qualities individually and with others. *2PR Use the head voice to produce a light, clear sound employing breath support and maintaining appropriate posture. *3PR Play a variety of classroom instruments with proper technique *5PR Improvise and compose short compositions using a variety of classroom instruments and sound sources. *6PR Read, write and perform using sixteenth through whole note values including syncopated rhythms in 2/4, 3/4, and 4/4 meter.
*7PR Read, write and perform extended pentatonic melodies on the treble clef staff in G-do, F-do, and C-do using a system (e.g., solfege, numbers, or letters). *8PR Demonstrate appropriate audience etiquette at live performances.
Fourth Grade Elements of Music Composition Assessment (100 points)
Name: _______________________________________ Date: _____________________
Group Members Name: ________________________
Group Members Name: ________________________
Class: ______________________________________
Directions: From what we have learned throughout the Musical Elements Unit, apply the
concepts of rhythm, melody, harmony, tempo, balance, form, and instrumentation to compose an
eight-measure piece using the Soprano Recorder, voice, and Orff Xylophone. Students will be
assigned to groups of three students and will perform the composed piece for the class. The
composed piece must be completed in the Symphony Pro software using Dover Avenue
Elementary Schools iPad set, as well as in sheet notation. When composing your music, please
use the rhythmic symbols and markings found below. You must select one time signature for the
meter of the piece. Finally, please type a one-page self-reflection analyzing the composition and
performance of another group in your class.
q j h d
n m eq e j
w y M e
Q E H W
f mp p mf
Soprano Recorder Part
Voice Part
Lyrics:
Lyrics:
Lyrics:
Lyrics:
Orff Xylophone Part
Musical Elements Composition Rubric
3 = Masterful 2 = Skilled 1 = Developed 0 = Unobserved
Music Score Combines all musical elements in a
knowledgeable and
skillful way;
composition connects
musical elements with
all voices of
orchestration
Demonstrates use of
all musical elements;
composition includes
musical elements
within most, if not all,
voices of orchestration
Applies some musical
elements; composition
contains musical
elements within some
voices of orchestration
No evidence of
thoughtful use of
musical elements
Music Notation Displays careful thought in notation and
inclusion of all musical
elements; composition
is free of any errors in
notation
Demonstrates accurate
notation and inclusion
of musical elements;
composition contains
minimal, if any, errors
in notation
Applies basic notation
and inclusion of
musical elements;
composition contains
significant errors in
notation
No evidence of use of
music notation
Creativity Blends musical elements in a flowing
manner; composition
brings together voices
of orchestration in an
original way
Demonstrates musical
elements in an in-depth
and thoughtful way;
composition connects
voices of orchestration
together
Applies some musical
elements; composition
includes voices of
orchestration
No evidence of
thoughtful use of
musical elements
Technology Involves use of iPad, Symphony Pro music
notation software, and
orchestration in an
unified manner
Demonstrates
complete use of iPad,
Symphony Pro music
notation software, and
orchestration
Applies some use of
the iPad or Symphony
Pro music notation
software
No evidence of use of
iPad or Symphony Pro
music notation
software
Performance Interprets composition in a powerful and
expressive
presentation;
performance is free of
musical errors
Demonstrates
composition in a
skilled fashion;
performance contains
minimal, if any,
musical errors
Presents composition
in a basic approach;
performance contains
significant musical
errors
No evidence of
performance
Reflection Evaluates composition and performance of
others in an
informative manner
and includes an
analysis of all musical
elements
Analyzes the
composition and
performance of others
with attention to the
use of most, if not all,
musical elements
Discusses parts of the
composition and
performance of others
with little or no
attention to the use of
musical elements
No evidence of
self-reflection
Overall Score: _______ / 100 = ________ %