Work on the 4^th Grade Musical

4-R.2 beat/melodic rhythm

4-R.3 similar/different patterns

4-R.4 Sixteenth Notes

4-R.6 2/4 and 4/4

4-M.2 sing in tune

4-M.3 imitate patterns

4-M.4 compare higher/lower

4-M.5 upward/downward/same

4-M.6 pitches : middle C to line 5 F

4-M.7 so_ la_ do re mi fa so la do

4-H.1 descants; partner songs; canon

4-H.2 body percussion

4-F.2 same/similar/different phrases

5-R.3 similar/different patterns

5-R.4 Review of previous rhythms 

5-R.6 2/4, 3/4, 4/4, 6/8 (explain functions)

5-M.2 sing in tune

5-M.3 imitate patterns

5-M.4 compare higher/lower

5-M.5 upward/downward/same

5-M.7 so_ la_ ti_ do re mi fa so la ti do_

5-M.9 major/minor;

5-H.3 multi-layer inst. ensemble

5-H.4 moving bordun

5-H.5 major/minor accompaniment

5-F.2 same/similar/different

5-F.3 call/response; question/answer

5-F.6 musical directives

5-E.1 (p, mp, mf, f, crescendo,  decrescendo)

5-T.4 aural ID individual orchestra instruments

5-T.5 experience available world instruments (World Music Drumming Ensembles)

2nd QUARTER

First Grade

1-R.4 quarter, paired eighths and quarter rest     

1-R.2 melodic rhythm

1-F.6 repeat sign

1-M.4 compare higher/lower

1-H.4 simple bordun

1-F.1 recognize phrase

1-F.3 call and response

1-T.2 voice vs. instrument

2.R-4 Tie, half note/half rest

2-M.4 compare higher/lower

2-M.5 upward/downward/same

2-H.4 broken bordun

2-F.2 same/similar/different

2-T.2 voice vs. instrument

2-T.3 brass instruments

2-T.4 aural ID four orch. Families

2-T.5 four unpitched percussion groups

3-r.6 3/4

3-M.6 pitches: middle C to line 5 F 

3-M.7 so_ la_ do re mi so la do

3-F.4 verse/refrain

3-H.1 partner songs; multi-part canon

3-H.4 level, arpeggiated borduns

3-H.7 create accompaniment and ostinati

3-T.4 four orchestra families

Fourth Grade

(Completion of the 4^th Grade Musical)

4-R.4 Eighth/quarter/eighth

4-R.6 6/8 and 3/4

4-H.3 multi-layer inst. Ensemble

4-H.4 moving bordun

4-E.1 mp, mf

4-F.4 AB , ABA, ABC, verse/refrain

5-M.9 Accidentals (Flats, Sharps, and Naturals)

5-H.7 create accompaniment.

5-F.5 introduction/interlude/coda

5-F.4 Theme/Variations

5-E.1 pp, ff, crescendo, decrescendo

5-T.1 soprano/alto/tenor/bass

3rd QUARTER

First Grade

1-R.3 similar/different patterns

1-M.5 upward/downward/same

1-M.6 identify music staff

1-M.7 mi so la

1-H.7 accompanied/unaccompanied

1-H.6 solo vs. group

1-F.4 AB form

1-T.3 pitched/unpitched class inst.

2. R-4Whole note whole rest

2-M.6 staff, pitches F G A B

2-H.6 duet

2-H.7 create ostinati

2-F.3 call/response; question/answer

2-F.4 AB, ABA, verse/refrain

2-E.3 fermata

3-R.4 Triplets, quarter/eighth, dotted quarter

3-R.6 2/4 and 4/4

3-H.6 trio

3-F.4 AB, ABA, verse/refrain

3-F.5 introduction/interlude/coda

-E.2 largo, presto, accelerando, ritardando.

3-T.2 band/orchestra/chorus

3-T.3 string instruments

4-M.10 recorder: 3 pitches

4-E.1 p, f, crescendo, decrescendo

4-E.2 largo, presto, adagio, allegro,accelerando, ritardando

4-E.3  Marcato, legato, staccato, accent, fermata

4-F.5 introduction/interlude/coda

4-T.3 woodwind instruments

4-T.4 visual ID individual orchestra instruments

Fifth Grade
5-R.4 Triplets

-M.9 Key signatures

5-M.10 recorder: 2 new pitches (=5)

5-M.8 pentatonic/diatonic patterns

5-F.4 AB , ABA, ABC, V/R, rondo

5-T.2 band/orchestra/chorus

5-T.3 percussion instruments

5-E.2 tempo markings

5-E.3 Marcato, legato, staccato, accent, fermata

 4th QUARTER

First Grade

1-R.6 strong/weak beats

1-H.1 speech ostinato

1-H.3 rhythm ostinato

1-H.5 one-chord accompaniment

1-T.4 visual ID four orchestra families

1-E.3 smooth vs. jerky

2-H.3 two-layer inst. Ensemble

2-H.5 two-chord accompaniment

2-F.5 introduction

2-E.3 accent >

3-R.4 Dotted quarter/eighth

3-R.6 6/8

3-M.8 do-pentatonic (do=C, F, G)

3-H.5 two-chord accompaniment

3-H.7 create accompaniment and ostinati

3-E.3 Marcato, legato, staccato, accent, fermata

4-R.4 two sixteenth and 1 eighth, 1 eighth and 2 sixteenth, 1 sixteenth 1 eighth 1 sixteenth

4-F.3 call/response; question/answer

4-F.4 Rondo

4-H.5 three-chord accompaniment

4-H.6 quartet

4-H.7 create accompaniment

4-T.1 soprano/alto/tenor/bass

4-T.2 band/orchestra/chorus

Fifth Grade
5-R.5 Syncopations

5-R.7 Experience metric counting

5-H.1 independent 2-part harmony

5-H.6 quintet

GRADES 1-5 ALL QUARTERS: 

1-5.08 - Respond to musical experiences and create movement, using developmentally appropriate movement and dramatization

1-5.09 - Employ available technology to augment experiences in the other program objectives

1-5.10 - Recognize and apply appropriate music vocabulary as they relate to the other program objectives

1.TECH - Employ available technology to augment experiences in the other program objectives

1.VCB - Recognize and apply appropriate music vocabulary as they relate to the other program objectives