1. 4th Grade Scope & Sequence
    1. Initial Experiences
    2. Strand One: Rhythm
    3. Strand Two: Melody
    4. Strand 3: Harmony
    5. Strand 4: Form
    6. Strand 5: Expressive Qualities
    7. Developmental Experiences
    8. Strand 1: Rhythm
    9. Strand 2: Melody
    10. Strand 2: Melody (continued)
    11. Strand 3: Harmony
    12. Strand 4: Form
    13. Strand 5: Expressive Qualities
    14. Mastery Experiences
    15. Strand 1: Rhythm
    16. Strand 2: Melody
    17. Strand 3: Harmony
    18. Strand 4: Form
    19. Strand 5: Expressive Qualities


4th Grade Scope & Sequence

 


 





Initial Experiences

 





Strand One: Rhythm

1.2M  Move to patterns using the following rhythmic values:
 
 


 





Strand Two: Melody
2.1P Play the following melodic patterns:
Sol-Mi-La-Do-Re
2.6P Play scale patterns
2.7P Play with correct fingering and proper tone production on the soprano recorder
B-A-G-E-D-C’-D’ optional F
 
2.1R Read and notate the following melodic patterns:
Sol-Mi-La-Do-Re melodies
2.7R Read notation using the soprano recorder:
B-A-G-E-D-C’-D’ optional F
 
2.2C Improvise B-A-G melodies on soprano recorder
 





Strand 3: Harmony

3.3L  Listen to three-part rounds

 

3.3P  Play a rhythmic score with multiple parts

3.7P  Play the crossover bordun

3.8P  Play the level bordun

3.9P  Play the moving bordun

3.10P  Play the tonic accompaniment

 

3.3R  Read a score with multiple parts

 

 





Strand 4: Form

4.4P  Play to illustrate rondo form

4.6P  Play to illustrate AABA form

 

4.6R  Read and notate AABA form

 

 





Strand 5: Expressive Qualities

5.2R  Read and notate the following symbols:

   accent (>), D.C. al Fine

   Crescendo ( ), decrescendo ( )

 

 

 





Developmental Experiences

 





Strand 1: Rhythm

1.1M  Move to the pulse/beat of duple/quadruple meter  2/4, 4/4

   triple meter 3/4

1.2M  Move to patterns using the following rhythmic values:
 
 
1.1S Speak the pulse/beat of duple meter
triple meter


1.2S  Speak patterns using the following rhythmic values:
 
 
1.1L Listen to the pulse/beat of duple meter
triple meter
1.2L Listen to patterns using the following rhythmic values:
 
 
1.1P Play the pulse/beat of duple meter
triple meter
1.2P Play patterns using the following rhythmic values:
 
 
 
1.1R Read and notate the pulse/beat of duple meter, triple, quadruple
1.2R Read and notate patterns using the following rhythmic values:
 
 
1.1C Create using the pulse/beat of duple meter, triple and quadruple
1.2C Create using the following rhythmic values:
 
 
 





Strand 2: Melody

2.1M  Move to illustrate melodic direction

2.3M  Move to illustrate melodic contour

 

2.1S  Demonstrate vocal tone production

2.2S  Sing the following Kodally melodic patterns:

   Sol-Mi-La-Do-Re (Do’)

   Sol-Mi-La-Do-Re-Do’ (add Fa-Ti-Sol-La)

2.3S  Sing a variety of repertoire in cultural/historical context including:
singing games, cumulative, patriotic, seasonal, multicultural, and folk songs
2.6S Sing to illustrate melodic contour
2.7S Sing skips/steps/repeats
2.8S Sing scale patterns
 
2.1L Listen to the following melodic patterns:
Sol-Mi-La-Do-Re (Do’)
Sol-Mi-La-Do-Re-Do’ (add Fa-Ti-Sol-La)
2.4L Listen to melodic contour
2.5L Listen to skips/steps/repeats
2.6L Listen to scale patterns
 
2.1P Play the following melodic patterns:
Sol-Mi-La
Sol-Mi-La, Sol-Mi-Do, Mi-Re-Do
2.5P Play skips/steps/repeat





Strand 2: Melody (continued)

2.7P  Play with correct fingering and proper tone production on the soprano recorder

   B-A-G

 

2.1R  Read and notate the following melodic patterns:

   Sol-Mi, Sol-Mi-La, Sol-Mi-Do, Mi-Re-Do

   Sol-Mi-La-Do-Re intervals

2.2R  Read and notate melodic direction

2.3R  Read and notate high/low contrasts

2.4R  Read and notate melodic contour

2.5R  Read and notate skips/steps/repeats

2.6R  Read the musical alphabet and notate its placement on the treble clef

2.7R  Read notation using the soprano recorder:

   B-A-G

 

2.1C  Explore songs in a limited range

   Sol-Mi-La melodies

 Improvise Sol-Mi-La-Do-Re melodies

 Improvise pentatonic melodies

 





Strand 3: Harmony

3.1M  Move to illustrate tonality differences including

   chord changes

3.2M  Move to illustrate ostinati patterns including body percussion

3.3M  Move to illustrate two-part rounds

   three-part rounds

 

3.1S  Sing to illustrate tonality differences including

   major/minor

   chord changes

3.2S  Speak a rhyme with one ostinato

3.3S  Sing two-part rounds

 Sing three-part rounds

 

3.1L  Listen to tonality differences including

   chord changes

3.2L  Listen to ostinati patterns

3.3L  Listen to two-part rounds/canon

 

3.1P  Play two-measure pitched or unpitched ostinati

3.2P  Play two- and three-part rounds

3.3P  Play a two-part rhythmic score

3.4P  Play with correct mallet technique

3.5P  Play the simple chord bordun

3.6P  Play the broken bordun

 

3.1R  Read rhythmic and melodic ostinati patterns

3.2R  Read two- and three-part rounds

3.3R  Read a two-part rhythmic score

 

3.1C  Create ostinati patterns

 





Strand 4: Form

4.1M  Move to illustrate same and different phrases

4.2M  Move to illustrate ABA

4.3M  Move to illustrate rondo form (ABACA’) (A’ has coda atend of A)

4.4M  Move to illustrate AABA form

 

4.2S  Speak and sing to illustrate the difference between A and B sections

   ABA

4.3S  Speak and sing to illustrate the introduction and coda

4.4S  Speak and sing to illustrate rondo form

4.5S  Speak and sing to illustrate the interlude

4.6S  Speak and sing to illustrate AABA form

 

4.2L  Listen to the difference between A and B sections

   ABA

4.3L  Listen to introductions and codas

4.4L  Listen to rondo form

4.5L  Listen to interludes

4.6L  Listen to AABA form

 

4.1P  Play to illustrate the phrase

4.2P  Play to illustrate the difference between A and B

   ABA

4.3P  Play to illustrate the introduction and coda

4.5P  Play to illustrate the interlude

 

4.1R  Read and notate the phrase

 Read and notate same and different phrases

4.2R  Read and notate AB form

   ABA

4.3R  Read and notate introductions and codas

4.4R  Read and notate rondo form

4.5R  Read and notate interludes

 

4.1C  Create sound accompaniments to show the phrase

   same and different phrases

4.2C  Create A and B sections

   ABA

4.3C  Create introductions and codas

4.4C  Create rondo form

4.5C  Create interludes

4.6C  Create AABA form

 





Strand 5: Expressive Qualities

5.1M  Explore the space using creative movement

5.4M  Move to illustrate contrasts in timbre

 

5.1S  Speak and sing to illustrate contrasts in tempo

5.2S  Speak and sing to illustrate contrasts in dynamics

5.3S  Speak and sing to illustrate contrasts in timbre

 

5.1L  Listen to contrasts in tempo

5.2L  Listen to contrasts in dynamics

5.3L  Listen to contrasts in timbre

5.4L  Listen to music of many cultures including style, instruments and traditions

5.5L  Listen to the orchestral percussion family

   Woodwind family

   Brass family

   Recorder family

 

5.1P  Play instruments to illustrate contrasts in timbre

5.2P  Play unpitched instruments with proper technique

 

5.1R  Read and notate instrument symbols

5.2R  Read and notate the following symbols:

   piano (p), forte (f), fermata ( )

   pianissimo (pp), fortissimo (ff)

   tie ( ), first and second endings

 

5.1C  Create to illustrate contrasts in tempo

5.2C  Create to illustrate contrasts in dynamics

5.3C  Create to illustrate contrasts in timbre

 

 





Mastery Experiences

 





Strand 1: Rhythm

1.2M  Move to patterns using the following rhythmic values:

   

   

 

1.2S  Speak patterns using the following rhythmic values:

   

   

 

1.2L  Listen to patterns using the following rhythmic values:

   

   

 

1.2P  Play patterns using the following rhythmic values:

   

 

1.2R  Read and notate patterns using the following rhythmic values:

   

   

 





Strand 2: Melody

2.2M  Move to illustrate high/low contrasts

 

2.2S  Sing songs in a limited range

 Sing the following Kodally melodic patterns:

   Sol-Mi, Sol-Mi-La

   Sol-Mi-La (add Do-Re)

2.4S  Sing to illustrate melodic direction

2.5S  Sing to illustrate high/low contrasts

 

2.1L  Listen to the following melodic patterns:

   Sol-Mi, Sol-Mi-La

   Sol-Mi-La (add Do-Re)

2.2L  Listen to melodic direction

2.3L  Listen to high/low contrasts

 

2.1P  Play the following melodic patterns:

   Sol-Mi

2.2P  Explore the relationship between the size of the sound source/instrument and its pitch

2.3P  Play to illustrate melodic direction

2.4P  Play to illustrate high/low contrasts

 

2.1R  Read and notate the following melodic patterns:

   Sol-Mi, Sol-Mi-La

 

2.1C  Explore songs in a limited range





Strand 3: Harmony

3.1M  Move to illustrate tonality differences including:

   major/minor

 

3.2S  Speak a rhyme with a teacher/accompanied ostinato

 

3.1L  Listen to tonality differences including:

   major/minor

 

 





Strand 4: Form

4.1M  Move to illustrate the feeling of phrase

4.2M  Move to illustrate the difference between A and B

 

4.1S  Speak and sing to illustrate the phrase

 Speak and sing to illustrate same and different phrases

 

4.1L  Listen to the phrase

 Listen to same and different phrases

 

4.1P  Play to illustrate same and different phrases

 





Strand 5: Expressive Qualities

5.2M  Move to illustrate contrast in tempo

5.3M  Move to illustrate contrasts in dynamics

 

5.2R  Read and notate the following symbols:

   double bar (||), repeat sign (:|)

   single bar (|)

 

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