General Music Pacing Calendar
4th Grade
NOTE:
Asterisks (*) have been used to identify standards and objectives that must be
assessed by the
local school district. All other skills may be assessed by the Oklahoma School
Testing Program
(OSTP).
Book icons (
)
identify Information Literacy skills. Students are best served when these are
taught in collaboration and cooperation between the classroom teacher and the
library media
specialist.
1st Quarter
Any 9 weeks session can be taught during any 9 week period
Standard 1: Language of Music – The student will read, notate and interpret
music.
- 1.2
Recognize basic notational symbols (written representation of music) including:
treble clef, time signatures (2/4, 3/4, 4/4, and 6/8), note values (whole note,
half note, quarter note, eighth note, dotted half note, dotted quarter note,
dotted whole note and the corresponding rests).
- 1.4
Use correct terminology to discuss the elements of music:
- Melody (steps, wide and narrow leaps, and repeated tones, melody patterns,
melodic contour, same,
different, and similar phrases),
- Harmony (chordal harmony, chord changes, ostinato patterns, countermelody,
rounds, thick and thin
texture),
- Tone Color (duets, trios, chorus, voice ranges [soprano, alto, tenor, bass]
and instrument ranges –
flute, tuba, violin, timpani),
- Rhythm (strong and weak beats, steady beat, offbeat, silent beat, meter in
2/4, 3/4, and 4/4, and 6/8),
- Form (introduction, coda, repetition/contrast,
solo/chorus, AB, ABA, rondo, D.C. al fine),
- Pitch (high and low),
- Tempo (allegro [fast], lento [slow], andante [walking], moderato [moderate],
- Dynamics (forte [loud], piano [soft], mezzo forte [medium loud], mezzo piano
[medium soft].
Standard 2: Music History and Culture – The student will recognize the
development of music from an historical and cultural perspective.
- 2.1
Sing or play a variety of folk, ethnic, classical, and contemporary musical
pieces.
- 2.3
Identify music and instruments from different cultures. (i.e. bagpipe, wooden
flute, koto, panpipes).
Standard 3: Music Expression – The student will perform, imitate, compose a
variety of music within specific guidelines.
- 3.1
Participate in music through singing (echo singing, rounds and partner songs)
and/or playing instruments (body percussion and melodic ostinatos).
- 3.2
Match pitches, sing in tune (C-scale range) and use appropriate tone and
expression.
- 3.3
Respond to the beat or rhythm in music by clapping, playing classroom
instruments.
- 3.4
Play simple and syncopated rhythm patterns using sounds and silences on
classroom percussion instruments to accompany songs and rhythm activities.
- 3.5
Play simple melodies on instruments, such as bells or xylophones.
- 3.6
While listening to a musical piece, use directional hand movements to follow the
melodic contour (sound or progression of single tones).
- 3.7
Respond to unfinished short melodic patterns using voice or classroom
instruments.
- 3.8
Perform solos and in groups.
Standard 4: Music Appreciation – The student will learn to appreciate music
and expand their listening beyond music currently familiar to the student.
- 4.1
Recognize and practice appropriate audience or performer behavior appropriate
for the context and style of music performed.
- 4.2
Demonstrate respect for music performed by the student and by other students and
professional performers.
- 4.3
Use appropriate terms to explain preferences for musical works and styles.
2nd Quarter
Standard 1: Language of Music – The student will read, notate and interpret
music.
- 1.2
Recognize basic notational symbols (written representation of music) including:
treble clef, time signatures (2/4, 3/4, 4/4, and 6/8), note values (whole note,
half note, quarter note, eighth note, dotted half note, dotted quarter note,
dotted whole note and the corresponding rests).
- 1.4
Use correct terminology to discuss the elements of music:
- Melody (steps, wide and narrow leaps, and repeated tones, melody patterns,
melodic contour, same,
different, and similar phrases),
- Harmony (chordal harmony, chord changes, ostinato patterns, countermelody,
rounds, thick and thin
texture),
- Tone Color (duets, trios, chorus, voice ranges [soprano, alto, tenor, bass]
and instrument ranges –
flute, tuba, violin, timpani),
- Rhythm (strong and weak beats, steady beat, offbeat, silent beat, meter in
2/4, 3/4, and 4/4, and 6/8),
- Form (introduction, coda, repetition/contrast,
solo/chorus, AB, ABA, rondo, D.C. al fine),
- Pitch (high and low),
- Tempo (allegro [fast], lento [slow], andante [walking], moderato [moderate],
- Dynamics (forte [loud], piano [soft], mezzo forte [medium loud], mezzo piano
[medium soft].
Standard 2: Music History and Culture – The student will recognize the
development of music from an historical and cultural perspective.
- 2.1
Sing or play a variety of folk, ethnic, classical, and contemporary musical
pieces.
- 2.2
Listen and describe music from a variety of styles, periods and cultures
including European, Native American, African American, Hispanic, and Asian.
- 2.3
Identify music and instruments from different cultures. (i.e. bagpipe, wooden
flute, koto, panpipes).
Standard 3: Music Expression – The student will perform, imitate, compose a
variety of music within specific guidelines.
- 3.1
Participate in music through singing (echo singing, rounds and partner songs)
and/or playing instruments (body percussion and melodic ostinatos).
- 3.2
Match pitches, sing in tune (C-scale range) and use appropriate tone and
expression.
- 3.3
Respond to the beat or rhythm in music by clapping, playing classroom
instruments.
- 3.4
Play simple and syncopated rhythm patterns using sounds and silences on
classroom percussion instruments to accompany songs and rhythm activities.
- 3.5
Play simple melodies on instruments, such as bells or xylophones.
- 3.6
While listening to a musical piece, use directional hand movements to follow the
melodic contour (sound or progression of single tones).
- 3.7
Respond to unfinished short melodic patterns using voice or classroom
instruments.
- 3.8
Perform solos and in groups.
Standard 4: Music Appreciation – The student will learn to appreciate music
and expand their listening beyond music currently familiar to the student.
- 4.1
Recognize and practice appropriate audience or performer behavior appropriate
for the context and style of music performed.
- 4.2
Demonstrate respect for music performed by the student and by other students and
professional performers.
- 4.3
Use appropriate terms to explain preferences form musical works and styles.
3rd Quarter
Standard 1: Language of Music – The student will read, notate and interpret
music.
- 1.1
Notate (written representation of music) simple pitch and rhythm patterns
presented aurally (listening).
- 1.2
Recognize basic notational symbols (written representation of music) including:
treble clef, time signatures (2/4, 3/4, 4/4, and 6/8), note values (whole note,
half note, quarter note, eighth note, dotted half note, dotted quarter note,
dotted whole note and the corresponding rests).
- 1.4
Use correct terminology to discuss the elements of music:
- Melody (steps, wide and narrow leaps, and repeated tones, melody patterns,
melodic contour, same,
different, and similar phrases),
- Harmony (chordal harmony, chord changes, ostinato patterns, countermelody,
rounds, thick and thin
texture),
- Tone Color (duets, trios, chorus, voice ranges [soprano, alto, tenor, bass]
and instrument ranges –
flute, tuba, violin, timpani),
- Rhythm (strong and weak beats, steady beat, offbeat, silent beat, meter in
2/4, 3/4, and 4/4, and 6/8),
- Form (introduction, coda, repetition/contrast,
solo/chorus, AB, ABA, rondo, D.C. al fine),
- Pitch (high and low),
- Tempo (allegro [fast], lento [slow], andante [walking], moderato [moderate],
- Dynamics (forte [loud], piano [soft], mezzo forte [medium loud], mezzo piano
[medium soft].
- 1.5
Visually and aurally identify instrumental ensembles (e.g. orchestra, jazz
band), orchestral instruments and classification of voice (e.g., soprano, alto,
tenor, bass).
Standard 2: Music History and Culture – The student will recognize the
development of music from an historical and cultural perspective.
- 2.1
Sing or play a variety of folk, ethnic, classical, and contemporary musical
pieces.
- 2.2
Listen and describe music from a variety of styles, periods and cultures
including European, Native American, African American, Hispanic, and Asian.
- 2.3
Identify music and instruments from different cultures. (i.e., bagpipe, wooden
flute, koto, panpipes).
- 2.4 Identify and describe roles of musicians in various music settings and
cultures.
Standard 3: Music Expression – The student will perform, imitate, compose a
variety of music within specific guidelines.
- 3.1
Participate in music through singing (echo singing, rounds and partner songs)
and/or playing instruments (body percussion and melodic ostinatos).
- 3.2
Match pitches, sing in tune (C-scale range) and use appropriate tone and
expression.
- 3.3
Respond to the beat or rhythm in music by clapping, playing classroom
instruments.
- 3.4
Play simple and syncopated rhythm patterns using sounds and silences on
classroom percussion instruments to accompany songs and rhythm activities.
- 3.5
Play simple melodies on instruments, such as bells or xylophones.
- 3.6
While listening to a musical piece, use directional hand movements to follow the
melodic contour (sound or progression of single tones).
- 3.7
Respond to unfinished short melodic patterns using voice or classroom
instruments.
- 3.8
Perform solos and in groups.
Standard 4: Music Appreciation – The student will learn to appreciate music
and expand their listening beyond music currently familiar to the student.
- 4.1
Recognize and practice appropriate audience or performer behavior appropriate
for the context and style of music performed.
- 4.2
Demonstrate respect for music performed by the student and by other students and
professional performers.
- 4.3
Use appropriate terms to explain preferences form musical works and styles.
4th Quarter
Standard 1: Language of Music – The student will read, notate and interpret
music.
- 1.1
Notate (written representation of music) simple pitch and rhythm patterns
presented aurally (listening).
- 1.2
Recognize basic notational symbols (written representation of music) including:
treble clef, time signatures (2/4, 3/4, 4/4, and 6/8), note values (whole note,
half note, quarter note, eighth note, dotted half note, dotted quarter note,
dotted whole note and the corresponding rests).
- 1.3
Experiment with variations in and demonstrate understanding of tempo (speed),
timbre or tone color (sound quality), dynamics (degree of loudness), and
phrasing for expressive purposes.
- 1.4
Use correct terminology to discuss the elements of music:
- Melody (steps, wide and narrow leaps, and repeated tones, melody patterns,
melodic contour, same,
different, and similar phrases),
- Harmony (chordal harmony, chord changes, ostinato patterns, countermelody,
rounds, thick and thin
texture),
- Tone Color (duets, trios, chorus, voice ranges [soprano, alto, tenor, bass]
and instrument ranges –
flute, tuba, violin, timpani),
- Rhythm (strong and weak beats, steady beat, offbeat, silent beat, meter in
2/4, 3/4, and 4/4, and 6/8),
- Form (introduction, coda, repetition/contrast,
solo/chorus, AB, ABA, rondo, D.C. al fine),
- Pitch (high and low),
- Tempo (allegro [fast], lento [slow], andante [walking], moderato [moderate],
- Dynamics (forte [loud], piano [soft], mezzo forte [medium loud], mezzo piano
[medium soft].
- 1.5
Visually and aurally identify instrumental ensembles (e.g. orchestra, jazz
band), orchestral instruments and classification of voice (e.g., soprano, alto,
tenor, bass).
Standard 2: Music History and Culture – The student will recognize the
development of music from an historical and cultural perspective.
- 2.1
Sing and perform action songs, singing games and dances from a variety of
cultures.
- 2.2
Listen and describe music from a variety of styles, periods and cultures
including European, Native American, African American, Hispanic, and Asian.
- 2.3
Identify music and instruments from different cultures. (i.e., bagpipe, wooden
flute, koto, panpipes).
- 2.4 Identify and describe roles of musicians in various music settings and
cultures.
Standard 3: Music Expression – The student will perform, imitate, compose a
variety of music within specific guidelines.
- 3.1
Participate in music through singing (echo singing, rounds and partner songs)
and/or playing instruments (body percussion and melodic ostinatos).
- 3.2
Match pitches, sing in tune (C-scale range) and use appropriate tone and
expression.
- 3.3
Respond to the beat or rhythm in music by clapping, playing classroom
instruments.
- 3.4
Play simple and syncopated rhythm patterns using sounds and silences on
classroom percussion instruments to accompany songs and rhythm activities.
- 3.5
Play simple melodies on instruments, such as bells or xylophones.
- 3.6
While listening to a musical piece, use directional hand movements to follow the
melodic contour (sound or progression of single tones).
- 3.7
Respond to unfinished short melodic patterns using voice or classroom
instruments.
- 3.8
Perform solos and in groups.
Standard 4: Music Appreciation – The student will learn to appreciate music
and expand their listening beyond music currently familiar to the student.
- 4.1
Recognize and practice appropriate audience or performer behavior appropriate
for the context and style of music performed.
- 4.2
Demonstrate respect for music performed by the student and by other students and
professional performers.
- 4.3
Use appropriate terms to explain preferences form musical works and styles.