Grade 4 (Lesson 3/2015/2016) : Music tells us about history.

Enduring Understanding

Music literacy skills make it easier to learn music that we can perform alone and with others.

Essential Questions

• How can reading music help me make music with others?
• How do we know how music sounded before audio recordings?
• What do I need to know to create music and share it with my friends?

Performance Task

With a partner, create and notate a short composition in ABA form of at least two measures for each section and play or sing it using solfege for your classmates. Use rhythms and pitches you have studied in class.

Understand and read rhythmic notation

Notes: (symbols for sound) 

• Quarter note (ta)
• Eighth notes (ti-ti) - double and single
• Half note (ta-a or two--)
• Dotted half note (ta-a-a or three--)
• Whole note (ta-a-a-a or four---)
• Sixteenth notes (ti-ki-ti-ki) and combined with eighths (ti-ti-ki or ti-ki-ti)
• Dotted quarter note (tum)
• Dotted quarter/eighth (tum-ti)
• Dotted eighth note (tim)
• Dotted eighth/sixteenth (tim-ki) 

Rests: (symbols for silence)

• Quarter
• Eighth
• Half 
• Whole

Rhythm Syllables 

Tie (contrast with slur)

Understand meter in 2/4, 3/4, 4/4

• Strong and weak beats
• Accent
• Bar Lines
• Measures 
• Time Signature
• Conducting Patterns
• Pick-up notes/incomplete measures

Skills

• Read and decode rhythmic notation and speak or perform it on classroom instruments.
• Write rhythmic notation from dictation.
• Write rhythmic notation in a template of beats.
• Add bar-lines for a rhythm, given the time signature.
• Recognize meters in 2, 3, 4.
• Use conducting patterns in 2, 3, and 4.