4th Grade Arts Advantage Music Curriculum Unit 1

Gallery Walk Discussion QuestionsHow well did the lessons on elements, rounds and ostinatos in Unit 1 prepare students for the assessment?

How well does the assessment reflect the expected student learning of the California music standards for this unit?

Do you see evidence that the students were or were not able to: a) describe music according to the elements; b) sing a round; c) sing an ostinato; d) identify and compare two musical styles?

If you could suggest one improvement to the assessments, what would it be?

4th Grade Arts Advantage

Music CurriculumUnit 2

Lidia E. Sánchez, Presenter

Lesson 1:World Instrument

Families

Orchestra Instrument FamiliesReview

What are the four musical instrument families in an orchestra?

BRASS

WOODWINDS

PERCUSSION

STRINGS

Orchestra Instrument FamiliesReview

How do each of the instrument families produce a sound?

BRASS

WOODWINDS

PERCUSSION

STRINGS

San Francisco Symphony Kids Website

www.sfskids.orgMusic Tech Teacher.comwww.musictechteacher.com

Music Tech TeacherInstrument Family Quiz

Important Vocabulary

MEMBRANOPHONE

(“membrane”– o –phone)

Membrane ~ skin. The instruments produces sound when you cause the

membrane to vibrate.

Important Vocabulary

IDIOPHONE

(“Idiot” – o –phone)

The sound is produced by shaking or scraping the instrument.

Important Vocabulary

CHORDOPHONE

(cord – o –phone)

The sound is produced by stretching strings between two points.

Important Vocabulary

AEROPHONE (air-o-phone)

You blow into it, the air vibrates (or makes something else

vibrate) and produces a sound.

Can you guess what type of instrument this is?

World instruments we have: what types of instruments are they?

With a partner, take out your world instruments and any other instruments you may have brought and discuss which type of instrument you think it is based on how it produces a sound.

Share out whole group

Musical instrument classification – Create World Instruments Tree Map with pictures

Lesson 2:Create a

Composition

Important VocabularyCOMPOSITION (Compose) – creating original music by organizing sound.

IMPROVISATION (Improvise) – spontaneous (spur-of-the-moment) creation of music

PATTERN – repeated parts in music

RHYTHM – the combination of long and short, even or uneven sounds that convey a sense of movement in time.

Reviewing Note ValuesFor today, there are 4 beats/counts in a measure (time signature is 4/4).

How many of each note would fit in a measure? (See Notes Charts)

Why do you think each note has the name that it does? (connect to fractions)

What happens when we try to fit more notes into a measure?

These can all be mixed up to create a rhythm in a piece of music.

Reviewing Rest ValuesFor today, there are 4 beats/counts in a measure (time signature is 4/4).

How many of each rest would fit in a measure? (See Rests Chart)

Why do you think each rest has the name that it does? (connect to fractions)

What happens when we try to fit more rests into a measure?

These can also all be mixed up with notes to create a rhythm in a piece of music.

Practice Reading Notes and Rests

Let’s practice some patterns whole-group by clapping out the rhythm patterns.

Get into groups of 3-4. The teacher will assign you a few rhythm cards to try. Work in a group to clap out the patterns.

Volunteers clap out a pattern for the group.

Practice a few rhythm cards with musical instruments.

Let’s Make Some Music!

Improvise! With a partner, create some rhythmic patterns with an instrument of your choice.

Compose! Now, write down two patterns you and your partner improvised.

Use the notes and rests values packet to help you!

Summative Assessment

Using one or two instruments from the world instrument families, compose 4 measures of a rhythmic pattern.

Student partners will each provide a copy of the composition and fill out the prompts on the Rhythmic Composition Information Sheet.

Partners will perform their original compositions in front of the class.