4th+grade+resources

=Resources to support Fourth grade standards in Music =

= Standard #1 - Expression of Music = from Marcy Cochran: warm ups: 1. lay on floor on backs to sing - this makes it easy for students to breathe with their diaphragms and also see their stomach muscles move up and down. Place a piece of paper to watch the stomach muscles move.


 * 1) move up scales singing pitches as scale rises sing the words - “red leather”, “yellow leather”. As students improve, speed up the tempo. As students master those words, change to “purple leather” and “lavender leather”.


 * 1) Sing sol, mi, fa, re, do in ascending keys using the words “mommy made me mash my M&Ms.


 * 1) Have students place one hand on their shoulders and one hand on their stomachs. Have students take deep breath and blow out making their air last as long as possible. Students should be able to sense that if their shoulders rise that the air doesn’t last as long because they don’t take as deep of a breath. If their stomaches move out when they take a deep breath then they are breathing deeper.


 * 1) Find a pitch that is comfortably in their range and have students sing softly in their “head” voice for as long as they can. The key is that they need to sing softly and by doing so and preserving their air they should improve the control over their air output.

Materials and activities available:  Spotlight on Music - The Swapping Song - page 253  This song is good for diction because of the nonsense words in the refrain. As an extension, present the song using overhead or Interactive Whiteboard with the words blanked or blocked out. Have students read through the song using the rhythm syllables tik-a-tik-a for 16th notes and ti-ti for 8th notes. Use the instrumental version and have students sing along using only the rhythm syllables. Early in the Morning - page 59  The first part of this Core lesson deals with identifying the rhythms using jazz syllables. Have students ready through the song using the jazz words dooby, do-wah and dit as explained in the lesson. Try having students read through the rhythm of the song using other syllables for diction like tik-a-tik-a as lesson above.

Music K8:

vol. 12 #3 - That’s Easy for You To Say - this is a fun song with lots of tongue twisters in it. It is meant as a performance piece but could be sung whole group with all groups or small groups doing each of the parts.

<span style="font-family: Arial; font-size-adjust: none; font-size: 13px; font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: 0px; line-height: normal; margin: 0px;">vol. 16 #1 - Vowel Chant - This is one of my favorites for practicing singing vowels. It helps with having students sing on pitch as well. Even first graders can do it. It imitates Gregorian Chant.

<span style="font-family: Arial; font-size-adjust: none; font-size: 13px; font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: 0px; line-height: normal; margin: 0px;">vol. 15 #5 - Say, What? - This song is full of real words but the order will make no sense. It is a good one for students to learn to say the words clearly because that would be the only way anyone would be able to tell what they are singing because the words make no sense otherwise so people would never be able to guess what the words are. Make sure students concentrate on the ending sounds of words like t’s and k’s.

<span style="font-family: Arial; font-size-adjust: none; font-size: 13px; font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: 0px; line-height: normal; margin: 0px;">vol. 13 #5 - Partner warm up #1 - This is an excellent one for phrasing as it is all on one syllable. The melodies as partner songs may be a little difficult but if your students aren’t ready for the independence of 2 parts they can still do each part in unison. The object is to guide their breathing and phrasing.

<span style="font-family: Arial; font-size-adjust: none; font-size: 13px; font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: 0px; line-height: normal; margin: 0px;">vol. 14 #5 - Partner warm up #2 - This is a warm up using all staccato notes with the words “ha”, “hee” and “ho”. It is an excellent one for students to exercise their diaphragm muscles.

<span style="font-family: Arial; font-size-adjust: none; font-size: 13px; font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: 0px; line-height: normal; margin: 0px;">vol. 15 #4 - Partner warm up #3 - This warm up is excellent for exercising the mouth and jaw muscles. Part one uses primarily the words “moo” and “meow”. The fun is in the partner part but the real worth of the exercise is really part one.

<span style="font-family: Arial; font-size-adjust: none; font-size: 13px; font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: 0px; line-height: normal; margin: 0px;">vol. 17 #1 - Partner warm up #4 - This warm up is a bit harder melodically with 2 parts at a time until the end and then there are 3 parts. All are sung on “me”, “my”, “money” and “mo”.

<span style="font-family: Arial; font-size-adjust: none; font-size: 13px; font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: 0px; line-height: normal; margin: 0px;">vol. 18 #1 - Partner warm up #5 - This warm up concentrates on staccato and legato and would be good for phrasing and breath support especially on the legato part. It is all on the words “fuzzy”, “wuzzy”, “wallaby”.

<span style="font-family: Arial; font-size-adjust: none; font-size: 13px; font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: 0px; line-height: normal; margin: 0px;">vol. 19 #5 - Partner warm up #6 - This warm up is all on “dee”. It really is much better as a vocal/melodic warm up but because it uses legato and staccato it does support the concepts of phrasing as well.

<span style="font-family: Arial; font-size-adjust: none; font-size: 13px; font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: 0px; line-height: normal; margin: 0px;">vol. 20 # 5 - Partner warm up #7 - This song is all about “my Pizza pie”. The vocal range really makes students be conscious of breath support so in order to perform the wide ranges used.

<span style="font-family: Arial; font-size-adjust: none; font-size: 13px; font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: 0px; line-height: normal; margin: 0px;">Music Express:

<span style="font-family: Arial; font-size-adjust: none; font-size: 13px; font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: 0px; line-height: normal; margin: 0px;">vol. 9 #6 - The Giant and the Flea - This is a great two part song that is good for phrasing and breath control to be able to perform the phrases. The key is to not let the students cut the phrases short. They need to make sure they take deep breaths to last through the phrases. It also support some of the solfege but it isn’t obvious.

Expressive Qualities

2e.) Play and sing simple notated melodies (8 -12 measures) with attention to pitch, rhythm, and expressive qualities.

Unit 1, Lesson 6 (pp 26-27) "Ame fure" - adding sounds to enhance a song.

Unit 2, Lesson 7 (pp 70 - 71) "Oh, Won't You Sit Down" - perform improvised pentatonic response.

Unit 3, Lesson 3 (pp 94-95) "Love Somebody" - use of crescendo, decrescendo and tempo change.

Unit 3. Lesson 6 (pp 106-107) "Peanut Vendor" - use of dynamics, crescendo, decrescendo

Unit 4, Lesson 5 (pp 142-143) "Sandy McNab" - sing as a round using crescendo, decrescendo, fermata and legato.

Unit 5, Lesson 7 (pp 192-193) "The Old Carrion Crow" - tempo changes for expression.

Unit 6, Lesson 1 (pp206-207) "Sky Dances" - dynamic changes, staccato, legato.

Unit 6, Lesson 4 (pp218-219) "Bamboo" - dynamic changes, ritardando, diminuendo

By Debbie Hiatt

= <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Standard #2 - Creation of Music  =

= <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Standard #3 - Theory of Music  =

3.) ANALYZE VOCAL AND INSTRUMENT EXAMPLES a. Aurally and visually identify specific instruments of the band and orchestra.

Families of the orchestra using "Sorcerer's Apprentice."
 * __Spotlight On Music__**: Grade 4, Unit 3, Lesson 8, pp116-117, CD 6:25

Families of the orchestra using "Young Persons Guide to the Orchestra." (I like to use the big book from **__Music and You__**, Grade 2.)
 * __Spotlight On Music:__** Grade w, Unit 6, Lesson6, pp228-229, CD12:1

__**Music and You**__: pp138-141, "Instrument Chant."

__**Music and You:**__ Grade 5, pp150-151. Read and see layout of concert band and orchestra.

__**Music Express:**__ **Luigi Lessons****: August/September 2009 Volume 10 No.1**
 * October/November 2009 Volume 10 No.2**
 * December 2009 Volume 10 No.3**
 * January/February 2010 Volume 10 No.4**
 * March/April 2010 Volume 10 No.5**

= <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Standard #4 - Aesthetic Valuation of Music = <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: medium;">﻿**Constitution day resource:** [|"What Does The Constitution Do?"] Rap and resource lessons